Flow Chart
Course Planning and Development
Faculty-Coordinator-Facilitator
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Assignment of a Course to Develop
Example: Cancer Course
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Course Planning and Development
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Situational Analysis
Medical students - to become primary health care1 physicians
Entering competences2 -
Cancer Course is a Year Level II 1st semester 1st subject course
Year Level I courses
PBL
Health Management
Management of a Patient
Physician-Teacher-Learner
Physician-Researcher
Physician-Manager
Emergency Medical Measures
Bioethics
Legal Medicine and Medical Jurisprudence
Commnunity Health Management I
Trauma
Infections and Infestations
Maternal and Child Health Problems
Community Health Management II
Year Level II courses
Cancer Health Problems
Gastrointestinal and Nutrition Health Problems
How many students: ex: 30 (School X) 16 (School Y)
Given policies: 1. PBL3 strategy shall be used.
2. There is a prototype4 of activities and schedule to follow.
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Learning Objectives of the Course5 (or Expected Competences from the Student)
Example: Learning Objectives of Cancer Course
At the end of the course, the student must be able to:
1. Write an overview and a personal perspective on cancer as a global, national, and local health problem.
2. Manage any patient presenting with cancer.
2.1 Demonstrate skills in
2.1.1 Establishing rapport
2.1.2 Clinical diagnostic process
2.1.3 Paraclinical diagnostic process
2.1.4 Treatment process
2.1.5 Giving advice
2.1.6 Making referrals
2.2 Demonstrate qualities of an effective, efficient, and humane physician
2.3 Discuss/explain the biological foundation and basis of the clinical management of a patient with cancer.
3. Discuss the following issues on cancer.
3.1 Clinical management issues
3.2 Psychosocial or behavioral issues
3.3 Bioethical issues
3.4 Medicolegal issues
4. Conduct a public health education program on the prevention and management of cancer.
5. Perform a research activity on cancer.
6. Formulate a community health plan on cancer.
7. Pass examinations on cancer.
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Evaluation
Pass the following assessment tools:
Written examinations
Posttest
Practical examinations
Symposium
Clinical examination
Reports
Overview and Personal Perspectives
Reports on Symposium
Case Presentation and Discussion (APM)
Hypothetical Patient Management
Actual Patient Management
Attendance
Attitude
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Activities and Schedule (Learning and Evaluation)4
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Learning and Evaluation Materials to Develop
Course Plan
A written plan that will be distributed to the students containing
Learning objectives
Content outline of course
Hypothetical Patient Management
Paraclinical Diagnostic Procedures
Case Study
Learning Resources
Handouts
List of Learning Resources
Learning Activities and Schedule
Formats to be used in the course
Ground rules in the course
Examinations
Pretest
Posttest
Clinical Examination
Rating Scales
Symposium
Hypothetical Patient Management
Actual Patient Management
Case Discussion
Debates and Role Play
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Implementation
Adjustment - Improvement
Appendix 1
Primary Health Care (PHC) Physician
Primary Health Care Physician is a physician who practices primary health care.
Definition of Primary Health Care by WHO
“Essential health care made universally available to individuals and families in the community by means acceptable to them, through their full participation and at a cost that the community and country can afford.”
Health care system and socioeconomic development
PHC forms an integral part both of the country’s health system of which it is the nucleus and of the overall social and economic development of the community.
Features
Community participation
vs overdependence on medical doctors
Appropriate technology
vs high-cost and sophisticated technology
Intersectoral linkages
vs. reliance on the government sector or the medical doctor
Partnership Approach
1. active community participation and involvement
2. intersectoral collaboration
3. development and use of appropriate technology to meet local health needs
4. development of support mechanisms to sustain PHC implementation
Essential health care
1. information and education on health
2. proper nutrition
3. water and sanitation
4. maternal and child health
5. immunization
6. prevention and control of endemic diseases
7. treatment of common diseases
8. provision of essential drugs
Aspects of health care
PHC is concerned with the promotive, preventive, curative, palliative, and rehabilitative aspects of health care.
Appendix 2
Curriculum of the Medical School
LIST AND SCHEDULE OF COURSES
*External – institution aside from the MHAS
Appendix 3
Problem-Based Learning in Medicine
PBL in Medicine
- learning the science and art of medicine
in the functional or clinical context.
Competences needed in conducting PBL
1. Proper understanding of whole process of PBL (knowledge).
2. Commitment to use PBL if educator believes it is an effective method in producing competent physician (attitude).
3. Skills in facilitating learning (skills).
4. Skills in group dynamics (skills).
Format of PBL in Medicine in Small Group
Session I (2 hours)
1. Facilitator presents a problem (simulated or actual).
2. Students attempt to understand and solve the problem through
brainstorming, discussion, and consensus.
They learn from each other as well as discover learning issues
(later converted to students' learning objectives).
3. Students decide on a learning plan with or without the help of the
facilitator. The learning plan contain the following:
Learning objectives
How to attain the learning objectives
Methods
Reading - what and which books, journals
Asking - who, where, when
Doing - what, where, when
Individual work or division of labor
How to assess attainment of learning objectives
Timetable
Independent Study (based on timetable in the learning plan)
Students implement learning plan.
Session II (2 hours)
1. Students report and discuss the learning gained during the independent
study in trying to understand and solve the initial problem.
2. Student may be given another problem to apply what they have just learned
for reinforcement purposes.
3. Students are asked to assess their individual and group performance
in the learning process.
4. Facilitator gives feedback on the individual and group learning process.
He may also give comments on the content of the learning objectives
as well as on the problem(s).
Practice and Learning of Medicine - The Process
1. An MD meets a patient without prior knowledge of what the patient's problem is.
2. During the encounter, the MD establishes rapport, diagnoses, treats, and gives
advices with the goal of resolution of the health problem of the patient.
3. In the process of understanding and resolving the patient's problem, the MD
invariably encounters some insecurities, questions, and gaps in competences.
4. The MD fills in the gaps in competences through various means, such as self-study
and learning from other people like consultations, referrals, and enrolling in
a formal course.
5. The new competences acquired are used by the MD on the patient on hand
and on future patients.
PBL in Medicine - The Process
1. The student is presented with a health problem which can be simulated or
actual, without the student having prior study on the problem.
There is no prior teacher's lecture nor prior assignment to study on the
problem.
2. The student tries to understand and to solve the problem.
3. In the process of trying to understand and to solve the problem, the student
will invariably encounter questions, uncertainties, and gaps in
competences, which constitute the so-called "learning issues."
4. The student then decides how to go about settling the "learning issues."
5. The student implements his plan of action.
6. The student applies what he learned to the problem on hand as well as to
future problems or patients.
Comparison of Lecture and Problem-based Learning
PBL
Lecture Individual/Small Group/Large Group
Retention
of learning + ++ ++ ++
Easy recall + ++ ++ ++
Problem-solving + ++ ++ ++
Critical thinking + ++ +++ +++
Communication x x + +
Interpersonal skills x x + +
Cooperative
learning x x + +
Self-directed
learning x + + +
Appendix 4
Activities and Schedule
EXAMPLE: Course on CANCER
Schedule of Activities
Course Duration: 4 weeks
Week 1
Week 2
Week 3
Week 4
Legend of Superscript:
1 There will be 15 Hypothetical Patient Management (HPM) in the entire course. Each HPM session will be for 2 hours. See Details and Format on HPM.
2 There will be at least 4 Actual Patient Management (APM) in the entire course. Each APM session will be for 2 hours. See Details and Format on APM.
3 There will be at least 4 Consultation with Resource Persons (CRP) in the entire course. Each CRP session will be for 1 hour. See Details and Format on CRP.
4 During the Independent Study, the students shall do the following, but not limited to:
1. Take the pretest on the first day, then formulate learning issues and learning plan, then implement the plan.
2. Formulate own learning issues during the HPM sessions, then learning plan, then implement.
3. Formulate own learning issues during the APM sessions and learning plan and then implement the plan.
4. Take note of the learning objectives and expected output of the course and then make an action plan, and then implement.
5. Prepare for the discussion of the APM, symposium, and posttest.
6. Prepare for the submission of required written reports (using the prescribed format):
Overview and Personal Perspective on ................. one per student
Reports on the Symposium group report
Discussion on Actual Patient Management one per student
(a total of 4 APM discussion per student)
5 There will be at least one discussion of issues (DI), either bioethical, psychosocial, or medicolegal, per week. Each DI session will be for 2 hours.
6 The Overview of Cancer as a Health Problem and the Orientation and Introduction to the Course shall be held on the first day of the course, Monday, 2 hours, 7:30 - 9:30 am.
Appendix 5
Prototype of Learning Objectives of a Course
At the end of the course, the student must be able to:
1. Write an overview and a personal perspective on cancer as a global,
national, and local health problem.
2. Manage any patient presenting with cancer.
2.1 Demonstrate skills in
2.1.1 Establishing rapport
2.1.2 Clinical diagnostic process
2.1.3 Paraclinical diagnostic process
2.1.4 Treatment process
2.1.5 Giving advice
2.1.6 Making referrals
2.2 Demonstrate qualities of an effective, efficient, and humane
physician
2.3 Discuss/explain the biological foundation and basis of the
clinical management of a patient with cancer.
3. Discuss the following issues on cancer.
3.1 Clinical management issues
3.2 Psychosocial or behavioral issues
3.3 Bioethical issues
3.4 Medicolegal issues
4. Conduct a public health education program on the prevention and
management of cancer.
5. Perform a research activity on cancer.
6. Formulate a community health plan on cancer.
7. Pass examinations on cancer.
*Substitute cancer with a particular health problem.
ROJ@17nov5