Unit 3 Design
MANAGEMENT IN MEDICINE
Dear Learner,
Mabuhay!
Welcome to "Management in Medicine"!
GENERAL OBJECTIVES
The general objectives of this learning unit are:
1. To make you aware that management is a very basic competency required of all physicians.
2. To teach you how to use the "Management" framework/foundation in several responsibilities of a physician.
SPECIFIC LEARNING OBJECTIVES:
After having read, studied, and discussed at least the manuscript on:
Management in Medicine
After doing independent study on the topic:
Management in Medicine;
Given several responsibilities of a physician, the student must be able to:
1. Write an outline illustrating the various processes or steps in the management of each responsibility;
2. Afterwards, compare all the management plans citing the similarities and the differences.
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 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:
MANAGEMENT IN MEDICINE
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.
Faculty Facilitators meet their small groups to conduct a problem-based learning on one of the five (5) physician’s responsibilities. Just one. The other four will be done by the students during their Independent Study. Use discussion guides (provided).
Responsibility 1: Managing a Patient with a Health Problem
Responsibility 2: Presenting in a Medical Conference
Responsibility 3: Managing a Rural Health Unit
Responsibility 4: Solving the Health Problems of a Community
Responsibility 5: Conducting a Health Research
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 an evaluation guide.
Faculty does evaluation of all the initial reports using an 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.
MANAGEMENT IN MEDICINE
EVALUATION GUIDE
SPECIFIC LEARNING OBJECTIVES:
After having read, studied, and discussed at least the manuscript on:
Management in Medicine
After doing independent study on the topic:
Management in Medicine;
Given several responsibilities of a physician, the student must be able to:
1. Write an outline illustrating the various processes or steps in the management of each responsibility;
2. Afterwards, compare all the management plans citing the similarities and the differences.
MANAGEMENT IN MEDICINE
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 Instructions:
1. Following a problem-based learning format, the trigger problem for this unit consists of the learning objectives, physician responsibilities and expected output of this unit. Pls. click here to take a quick look at the learning objectives, physician responsibilities 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 topic to be tackled in the unit, your learning issues will, therefore, consist of:
Management in Medicine
Assuming you don’t possess yet all the knowledge, skills and values/attitude in the management of five primary responsibilities of a physician, then your learning issues will, therefore, consist of the following:
How to make management plans for different physician’s responsibility
Responsibility 1: Management of a Patient
Responsibility 2: Presenting in a Medical Conference
Responsibility 3: Managing a Rural Health Unit
Responsibility 4: Solving the Health Problems of a Community
Responsibility 5: Conducting a Health Research
Assuming you don’t possess yet the skills in giving feedback and making digital slides for presentation, then your learning issues will, therefore, consist of the following:
How to give feedback
How to make digital slides for presentation
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. 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.
Physician’s Management Responsibilities
4 Additional reading materials:
See also Folder 5 – Learning Resource Materials and References of Unit 3
The Art of Creating Digital Slides for a Medical Presentation
5. After you have read the all the hyperlink manuscripts as well as gotten the necessary information on the titles without hyperlink, you can start/continue to work on the management plans of the other physician’s responsibilities and thereafter, proceed as instructed in the Unit 3 Instructional Design.
6. At the end of the unit, make sure to evaluate your learning using the Unit 3 Evaluation Guides. Also, always end the unit with a resolution to improve.
7. After you are through with Unit 3, click here to proceed to Unit 4 Instructional Design.
8. If you turn off your computer and later wish to go back to Unit 3 Instructional Design or to Unit 4 Instructional Design, click on “Contents” file on the side bar and look for the necessary file.
ROJ@17apr3;17apr5