Unit 1 Design
ORIENTATION AND INTRODUCTION TO THE MEDICAL SCHOOL
Dear Learner,
Mabuhay!
Welcome to "Orientation and Introduction to the Medical School"!
GENERAL OBJECTIVE
The general objective of this learning unit is to get you oriented to the ROJ Medical and Health Administration School (ROJMHAS), its medical curriculum, expectations from students, and its role in community health development.as well as the health status of the World, Philippines and Region. This orientation will facilitate your learning to become a physician.
SPECIFIC LEARNING OBJECTIVES
At the end of the unit, the student must be oriented to:
1. ROJoson Medical and Health Administration School – its
1.1 Administration and faculty
1.2 Philosophy-vision-mission
1.3 Medical curriculum
1.4 Student Progress Report
1.5 Rules and regulations
1.6 Role in community health development
2. Health status of the World, Philippines, and Region
3. History of medicine
After having studied at least the following manuscripts:
1. History of the medical school
2. Philosophy, vision, and mission of the school
3. The medical curriculum
4. The Student Progress Report
5. Rules and regulation governing student performance, discipline, and administration
6. Health status of the community (world, country and region)
7. History of medicine
the student must be able to write a SUMMARY (1st part) and REFLECTION (2nd part) paper on the role of the medical school and the medical students in community health development consisting of at least 3 but not more than 5 pages of short bond papers, typewritten, double-spaced,
demonstrating skill in SYNTHESIS (see definition below) and in ORGANIZATION (see definition below) of the contents of the above manuscripts.
Definition of terms:
SYNTHESIS - ability to put parts together to form a new whole.
ORGANIZATION - ability to relate the values of the school to those already held by the student and then to bring them into a harmonious and internally consistent philosophy.
CONTENTS
As governed by the specific learning objectives.
As deemed necessary by the student as a result of self-directed learning and independent study.
LEARNING ACTIVITIES/RESOURCES
1. Hand-outs
2. Lecturettes
3. Independent study
4. Initial reports - small group discussion - feedback
5. Improvement of reports into final papers
See Learning Activity Plan.
TIMETABLE: ONE DAY
EVALUATION
Evaluation of final report using an evaluation guide.
See attached Unit 1 EVALUATION GUIDE.
See attached FEEDBACK.EVALUATION GUIDE.
Pls. read manuscript on “Feedback as a Way of Learning.”
BEST WISHES ON YOUR LEARNING!
PROGRAM DIRECTOR: Dr. Reynaldo O. Joson
FACULTY COORDINATOR:
FACULTY FACILITATOR:
LEARNING ACTIVITY PLAN
SESSION I (Morning)
Faculty Coordinator meets whole Year Level I class.
- Distributes instructional plan.
- Asks all students to read instructional plan.
- Explains and clarifies plan.
Faculty Coordinator and students make a LEARNING CONTRACT OR AGREEMENT.
INTERVAL BETWEEN SESSION I AND II (morning-afternoon)
Students do INDEPENDENT STUDY guided by the learning contract or agreement.
In INDEPENDENT STUDY, the student is
- responsible in looking for reading materials prescribed but not found in the course pack.
- free and encouraged to use additional learning strategies/activities/resources not prescribed in the learning contract or agreement.
During the INDEPENDENT STUDY, a faculty is available for consultation.
SESSION II (Afternoon)
Students are divided into small groups.
If there are three small groups, three faculty are needed, one faculty per group.
Students submit initial reports to faculty.
Faculty distributes reports back to students for PEER EVALUATION using the evaluation guide.
Faculty does evaluation of all the initial reports using the evaluation guide.
FEEDBACK AND DISCUSSION
Faculty teaches students on how to make feedback.
Hand-out and evaluation guide are available.
*The afternoon session ends with a RESOLUTION for students to improve their reports and then to submit the final draft at an agreed date, but not later than the last day of the course.
EVALUATION GUIDE
SPECIFIC LEARNING OBJECTIVE:
At the end of the unit, the student must be oriented to:
1. ROJoson Medical and Health Administration School – its
1.1 Administration and faculty
1.2 Philosophy-vision-mission-goal
1.3 Medical curriculum
1.4 Student Progress Report
1.5 Rules and regulations
1.6 Role in community health development
2. Health status of the World, Philippines, and Region
3. History of medicine
After having studied at least the following manuscripts:
1. History of the medical school
2. Philosophy, vision, mission, and goal of the school
3. The medical curriculum
4. The Student Progress Report
5. Rules and regulation governing student performance, discipline, and administration
6. Health status of the community (world, country and region)
7. History of medicine
the student must be able to write a SUMMARY (1st part) and REFLECTION (2nd part) paper on the role of the medical school and the medical students in community health development consisting of at least 3 but not more than 5 pages of short bond papers, typewritten, double-spaced,
demonstrating skill in SYNTHESIS (see definition below) and in ORGANIZATION (see definition below) of the contents of the above manuscripts.
Definition of terms:
SYNTHESIS - ability to put parts together to form a new whole.
ORGANIZATION - ability to relate the values of the school to those already held by the student and then to bring them into a harmonious and internally consistent philosophy.
Other specifications:
For the SUMMARY part, it should contain at least one paragraph with at least 3 sentences on the following topics:
1. Goal or general objectives of the learning session
2. History of the medical school, its administration and faculty
3. Philosophy, vision and mission of the school
4. The medical curriculum
5. The student progress report
6. Rules and regulations governing student performance, discipline, and administration
7. Health status of the world, country and region
8. History of medicine
1
For the REFLECTION part, it should contain at least one paragraph with at least five (5) sentences on the following in terms of the role of the medical school and the medical students in community health development:
1. Goal or general objectives of the learning session
2. Philosophy-vision-mission of the school
3. Medical curriculum
4. Student progress report
5. Health status of the world, country and region
6. History of medicine
ORIENTATION AND INTRODUCTION TO THE MEDICAL SCHOOL
EVALUATION GUIDE
Learner:
Evaluator:
Date:
Instructions: Please assess the learner by checking YES, SOMEWHAT, or NO after each statement and then encircle the overall grade on the other lower table.
FEEDBACK
EVALUATION GUIDE
Learner:
Evaluator:
Date:
Instructions: Please assess how learner gave and received feedback by checking YES, SOMEWHAT, or NO after each statement and then encircle the overall grade on the other lower table.
Connecting Instruction:
1. Following a problem-based learning format, the trigger problem for this unit consists of the learning objectives and expected output of this unit. Pls. click here to take a quick look at the learning objectives and expected output. Then, click on the “back” arrow at the toolbar to go back to this page.
2. Your problem-based learning issues will consist of some or all the learning objectives of this unit depending on your entry level of competency and what you already know and what you still don’t know.
Assuming you don’t know anything on the topics to be tackled in the unit, your learning issues will, therefore, consist of the following topics:
ROJ Medical and Health Administration School – its
History
Administration and faculty
Philosophy-vision-mission-goal
Medical curriculum
Student Progress Report
Rules and regulations governing student performance, discipline, and administration
Role in community health development
Health status of the World, Philippines, and Region
History of medicine
Assuming you don’t possess yet all the skills and values/attitude expected of you in the unit, then your learning issues will, therefore, consist of the following:
How to synthesize what you have read
How to organize what you have read
How to give feedback
How to make digital slides for presentation
How to advocate for the involvement of medical school and medical students in contributing to the health development in the community
After you have identified the learning issues, the next question is: what are you going to do to acquire the necessary and expected learning output?
You can read. You can ask resource persons. You can do some hands-on, practicum or exercises. You have the freedom to utilize any strategy or any activity to acquire your expected learning output. Remember, though, your timetable, which is 4 hours, for your independent study.
Pls. click here to take a quick look at a sample of problem-based learning issues form. This form can very well serve as a learning contract or agreement between you the students and your faculty facilitator.
After you are through with the problem-based learning issues form, click on the “back” arrow on the toolbar to bring you back to this page.
3. You are supposed to read at least the following manuscripts before you write your Summary and Reflection Paper. Hyperlink titles means the manuscripts are readily available just with the click of the mouse of your computer. Click on the hyperlink titles one by one and the corresponding file will appear. After reading the file, click on the “back” arrow at the toolbar to bring you back to this page.
Philosophy, vision, mission of the school
Rules and regulations governing student performance, discipline, and administration
Health status of the community (world, country and region)
4. For titles which are NOT hyperlink,
4.1 your faculty facilitator will assist you in getting the necessary information;
4.2 you can try looking at Folder 5 – Learning Resource Materials and References of Unit 1; or
4.3 you can try looking at the Internet.
5. Additional reading materials:
See also Folder 5 – Learning Resource Materials and References of Unit 1.
Concept, Vision, Mission and Goal of a Medical School - ROJoson
Vision for a More Effective Medical Curriculum in the Philippines - RJoson, 4th Dr. Rodolfo Dimayuga Memorial Lecture, February, 2001
An Appeal to Contribute to Health Development in the Philippines - RJoson, 25th Commencement Exercise Keynote Address, Manila Doctors College, March, 2001
Bridging Health Inequalities - Commencement Speech - ROJoson, Ateneo de Zamboanga University School of Medicine - 2014
The Art of Creating Slides for a Medical Presentation
6. After you have read the all the hyperlink manuscripts as well as gotten the necessary information on the titles without hyperlink, you can start writing your Summary and Reflection Paper and thereafter, proceed as instructed in the Unit 1 Learning Activity Plan.
7. At the end of the unit, make sure to evaluate your learning using the Unit 1 Evaluation Guides. Also, always end the unit with a resolution to improve.
8. After you are through with Unit 1, click here to proceed to Unit 2 Instructional Design.
9. If you turn off your computer and later wish to go back to Unit 1 Instructional Design or to Unit 2 Instructional Design, click on “Contents” file on the side bar and look for the necessary file.
ROJ@17apr3;17apr5;17apr17:17sept13