Advance Teaching of Fundamentals of Homoeopathy (ATFH): redefining competency based approach

The curriculumin academic medicine is defined by writing effective Learning objectives (LO). LO iselaborated based on perceptions of unbiased written aspects,of course, the rationale in statements is explained and tested through the completion of educational activity. These are the foundations for defining the outcomes in building up strong educational policieswhich are instructionalaligned through predefined effective curriculum courseswith added mapped outcomes. This letter provides the ongoing aspect of the development of Homoeopathic education in India regulated by the National Commission for Homoeopathy for the subject course of Advance Teaching of Fundamentals of Homoeopathy (ATFH). The essential components for the ATFHsubject course with LO and outcome assessment is been discussed and would provide a new arena of academic research in building up rationale in the programed [Doctor of Homoeopathy(MD,(Hom).

A study on the awareness and practice of medical education technologies among medical college teachers

Background: Globally there is a move to reorient the medical education to suit the needs of the developing nations. Medical Council of India has made it is mandatory that all faculty need to attend Basic course in Medical Education Technologies (MET) to improve teaching effectiveness. In spite of their efforts in this regard many of the faculty is still unaware of this initiative and those who have already attended the course are not effectively practicing it. This study aimed at assessing level of awareness and practice of medical education technologies among the teaching faculty.Methods: Data was collected from the faculty by personal interviews using a validated semi-structured questionnaire and analysed using SPSS.Results: 219 faculty members participated in the study working in 26 departments. Mean age of faculty was 40.98 (SD: 12.36). 57.1% of them were males and 42.9% were females. The level of awareness among study participants about learning process related medical education technologies ranged from 57% (for psychomotor domain) to 74% (for setting up of educational objectives). The awareness and practice of ‘teaching process’ and assessment process related medical education technologies remained low. No statistically significant association was obtained between awareness and practice of SLO, Microteaching, and MiniCEX.Conclusions: Majority of teachers remain untrained in the medical education technologies at the time of the study. Of the non-clinical compared to the clinical stream of teachers, greater proportion of teachers in non-clinical section have been trained. The awareness and practice of ‘medical education technologies’ remain low among the study participants.

Teaching the Fundamentals of Medical Professionalism / 医学教育

It is said that there is no universal and comprehensive definition of professionalism. This is because there are various factors to consider depending on age, social situation, and medical context. Another reason is that academics differ in how they think about professionalism. This situation has made it difficult to introduce professionalism education. However, it is thought that a certain educational effect can be obtained by promoting education while working with the learner to consider the concept and definition of professionalism based on the social contract that forms the basis of the concept of professionalism and the trust of society. We present examples of teaching the concept of professionalism through the use of concrete examples.

Objetivos de aprendizaje de primer a sexto año básico en educación física y salud: análisis crítico de la documentación ministerial / Learning objectives basic first to sixth year in physical education and health: critical analysis of documentation ministerial

Esta investigación tiene como propósito realizar un análisis crítico de los objetivos de aprendizaje de las bases curriculares y de los indicadores de evaluación sugerido en los programas de estudio, de primer a sexto año básico de la asignatura Educación Física y Salud. La metodología respondió al paradigma fenomenológico hermenéutico y ocho son los documentos oficiales estudiados del Ministerio de Educación.Los resultados manifiestan tres dimensiones emergentes, que hacen referencia a 1) ambigüedad en torno a los objetivos de aprendizajes; 2) ausencia de progresión en objetivos de aprendizaje e indicadores de evaluación sugeridos; 3) incoherencia taxonómica entre objetivos de aprendizaje e indicadores de evaluación sugeridos. Finalmente se concluye que las problemáticas detectadas afectan directamente a los docentes en su quehacer pedagógico.

This research aims to make a critical analysis of the learning objectives of the curriculum bases and assessment indicators suggested curriculum first to sixth primary subject of Physical Education and Health. The methodology phenomenological hermeneutical paradigm responded to eight official documents studied by the Ministry of Education.The results show three emerging dimensions that refer to 1) ambiguity about the objectives of learning; 2) absence of progression in learning objectives and evaluation indicators suggested; 3) taxonomic inconsistency between learning objectives and evaluation indicators suggested. Finally it is concluded that the problems detected affect directly teachers in their pedagogical.

MCQ Supplementation in a Physiology Didactic Class: A Learning Tool.

Background and Objectives: Medical educators are facing the challenge to develop innovative creative material so as to engage the students in active learning, more so for basic sciences. In addition the innovations should help student learning, keeping time and manpower and economy constraints in mind. Overall objective of this study was to study and assess the role of MCQ supplementation in a didactic class in improving student learning. Methods: 136 First year MBBS students of a government medical college attending physiology classes were recruited for the study. Based on the university recognized syllabus the Specific learning objectives (SLOs) were randomly grouped into two categories, that is, SLOs for which didactic classes were to be supplemented with multiple choice questions (MCQs) and those SLOs for which didactic classes were to be taught without MCQ supplementation. Results: On subjecting individual student’s scores obtained in the two categories of MCQs to unpaired ‘t’ test the difference was found to be statistically significant, p = 0.025, t = 2.259. 95% CI. Conclusion: Reinforcement of Didactic class with MCQ supplementation is an effective learning tool which was well received by the participants.

SIMPP analysis on learning purpose of students / 中华医学教育探索杂志

The clear learning objective is one of the important factors to determine the learning effect of college students. In order to analyze the factors affecting the formation process of college stu-dents' learning objectives, to explore the teaching mode that can be helpful for college students' clear learning objective, under the guidance of the concept of the reform of the teaching system, the SIMPP analysis of the students learning objective in the TCM colleges was carried out. Results showed that the related factors that affected student learning objectives included family factors, school principals and students' subjective factors. Teachers' observing students' learning status carefully, their understanding students' background, income and other social factors, mastering the degree of students' learning spe-cific goals and behavior model, and conducting the targeted and effective inventiveness are to help students clear learning objectives. The results provide the technology and method of operation for col-lege teachers to correctly guide different types of students to establish a clear learning objective.

Continuum of learning objectives from undergraduate clinical clerkship to postgraduate residency / 医学教育

To establish a framework for clinical education as a continuum from undergraduate clinical clerkships to postgraduate residency programs is an enormous challenge for Japanese medical education. The purpose of this article is to compare learning objectives achieved by clinical clerkship students to those achieved by postgraduate residents.1) Eighty-seven clerkship students and 67 residents at our hospital were assessed with the Web-based Evaluation System of Postgraduate Clinical Training with 253 learning objectives established by the Ministry of Health, Labour and Welfare.2) Clerkship students achieved most attitudinal objectives and performed well on the medical interview, basic physical examinations, and physician's order sheet.3) Clerkship students could observe major symptoms and diseases.4) These findings indicate the need to establish a common template for learning objectives used in both clerkships and residency programs.

Leaning Objectives of Medical Education in Japan / 医学教育

1) We searched the Internet with Google and the key words "GIO," "SBO," "general objectives," and "behavioral objectives."2) Most of the top 100 Web sites found with searches using the key words "GIO" and "SBO" were related to Japanese medical education.3) Most of the top 100 sites found through searches using the Japanese key words "general objectives" and "behavioral objectives" were related to medical education.

Thoughts on learning objectives for speciality of clinical medicine in China / 上海第二医科大学学报

Objective To discuss some problems about current learning objectives for the speciality of clinical medicine in China,including the concepts,the decision-making systems and value-orientation,and to provide the reference for stipulating the learning objectives in future. Methods The objectives of some Chinese medical universities were collected from their websites.Some medical educators were consulted about their feelings about these learning objectives,and also were asked to identify their own objectives. Results Medical educators failed to distinguish their own objectives,and there were four main problems in current learning objectives: generalization,similarity and lack of individuality,difficulty in guide the curricula and teaching,and setting up too high object. Conclusion The learning objectives in clinical medicine should reflect both specialty characteristic and university individuality,so they should be drawn up by teachers,students and educatirnal administrators,moreover their value orientation should be eligible standard,not excellence.

Teaching Medical Professionalism in Korean Medical Schools: Tasks and Prospect / 한국의학교육

The Medical Student Objectives Project of the American Association of Medical Colleges states that physicians must demonstrate "a commitment to advocate at all times the interests of one's patients over one's own interests," as well as "an understanding of the threats to medical professionalism posed by the conflicts of interest inherent in various financial and organizational arrangements for the practice of medicine." Due to these concerns, for the last some 30 years, there have been many attempts to improve medical professionalism curriculum in medical education such as altruistic attitudes and professional behaviors that those pursuing careers in medicine should possess. However, physicians today are not infrequently confronting conflicts of interest, such as those arising between the health system that employs them and the individual patient seeking care. This paper briefly reviews current status of teaching medical professionalism in Korean medical schools, and discusses tasks to be coped with to further improve the medical professionalism curriculum in Korea including development of effective teaching and evaluation methods. This paper also emphasizes the importance of the role of the medical education systems such as National Licensing Medical Examination and the Medical School Accreditation System in improving the teaching of medical professionalism in Korean medical schools.

Discrepancy Between the 2007 Korean Medical Licensing Examination and the 2006 Learning Objectives for Medical Students / 한국의학교육

PURPOSE: The purpose of this research was to evaluate the relationship between the 2007 Korean medical licensing examination (KMLE) and the 2006 Learning Objectives for Medical Students (LOMC) produced by the Association of Korean Medical Colleges' Council of Deans. METHODS: A total of 493 questions from the 2007 KMLE and the 2006 LOMC were used. The percentage and the frequency of each LOMC used in the 2007 KMLE were analyzed. The possibility of answering questions guided by the LOMC was analyzed. When questions could not be answered using the LOMC, we further categorized these questions into areas of medicine and specific causes. RESULTS: A total of 669 (14.03%) learning objectives were used to solve questions from the 2007 KMLE. A learning objective was used a maximum of 5 times in the 2007 KMLE, and the percentages of one time, 2 times, 3 times, 4 times, and 5 times were 84.90%, 12.11%, 2.39%, 0.45%, and 0.15%, respectively. Four hundred six of 493 questions were solvable using the learning objectives, and 87 (17.65%) were not. When several steps were needed to solve a question, 15 questions (17.24%) could not be solved due to a lack of learning objectives for some of those steps. Overall, the 87 unsolvable questions were from internal medicine (37.9%), obstetrics & gynecology (14.9%), medical law (12.6%), pediatrics (10.3%), general surgery (9.2%), psychiatry (6.9%), and preventive medicine (1.1%). Questions difficult to solve specifically due to absent learning objectives were in the areas of treatment and procedure (29.67%), test and diagnosis (13.19%), symptoms (9.89%), pathophysiology (7.69%), complications (6.59%), and disease entity (6.59%). CONCLUSION: Discrepancy was observed between the 2007 KMLE and the 2006 LOMC. To solve this problem, the reorganization of both the KMLE and the LOMC based on a clear consensus of a primary care physician's role is believed to be needed.

The transition from student to resident: A survey about abilities expected fo first-year residents / 医学教育

The interval between undergraduate medical education and graduate medical education causes residents to become disorganized when they start their first-year residency programs.This disorganized transition may be stressful for residents and preceptors and may cause resident to make medical errors.We performed a pilot study to examine the degree to which program directors agree about the abilities required for the start of the first of year residency.<BR>1) We asked the residency directors at university hospitals and residency hospitals nationwide (343 institutions) to indicate what abilities residents were expected to have at various stages of the residency program.The data received were then analyzed.<BR>2) A total of 134 residency directors (39%) returned the questionnaire.We calculated the percentage (expectation rate) of institutions that reported expected prerequisites at the start of the first year of residency and calculated the accumulated values (cumulative rate) of the percentages.<BR>3) Only 43 (30%) of 141 abilities upon the completion of residency-preparatory programs had a cumulative rate of more than 50%.<BR>4) Domains for which the expectation rate was more than 50% at the start of residency were medicine and related knowledge and practical skills for obtaining physical measurements.<BR>5) Physical examination and practical skills for which the cumulative rate was less than 50% on completion of residency-preparatory programs were those for the reproductive and urinary systems and pediatrics and the insertion and maintenance of intravenous lines and indwelling urinary catheters.<BR>6) Disparities are likely between the abilities of residents and the tasks expected of them upon entry into a residency program.This problem must be urgently addressed through medical education and graduate medical education.

A Comparison of Learning Objectives in Fundamentals of Nursing between 2000 and 2004 year / 기본간호학회지

PURPOSE: The purpose of this study was to compare changes in learning objectives in Fundamentals of Nursing which were established between 2000 and 2004. METHOD: 2000, 2004 learning objectives were analyzed with frequencies and percents. RESULTS: There was an increase in the total number of learning objectives used in 2004(n=534) over 2000(n=527). In 2004 compared to 2000, there was an increase in learning objectives related to nursing process, need of oxygenation, need of nutrition, need of temperature regulation, need of activity and exercise, need of comfort, medication, preoperative care. According to Bloom's taxonomy, learning objectives established in 2004, mainly consisted of three domains, 35.5% for comprehension, 23.6% for synthesis, 20.4% for knowledge. Changes in learning objectives established in 2004 compared to 2000 decreases in the comprehension domain and increases in the synthesis domain. CONCLUSION: The learning objectives established in 2004 showed remarkable change when compared to those established in 2000. But the learning objective domains in Bloom's taxonomy were distributed unevenly. For better learning objectives in Fundamentals of Nursing, constant revision will be needed.

Evaluation of the Model Core Curriculum for Clinical Clerkship / 医学教育

In March 2001, Research and Development Project Committee for Medical Educational Programs proposed a model core curriculum for undergraduate medical education. In this curriculum, implementation of the clinical clerkship is strongly recommended. Two similar curriculum models were later presented by other organizations, and some differences were observed among them. We, Undergraduate Medical Education Committee, have evaluated and compared themodel core curriculum 2001 with the Japanese newer proposals as well as those of USA and UK. Here is reported our proposals for a better rewriting of the learning objectives in the model core curriculum 2001, with some emphasis on the nurture of the competence of the case presentation and decision making process.

An Analysis of Learning Objectives and Test Items in Fundamentals of Nursing in Korea / 기본간호학회지

PURPOSE: To analyze the learning objectives and test items for Fundamentals in Nursing which were established between 1999 and 2000 and to develop these items toward a nationwide faculty workshop for national board examination for Korean nurses. RESULTS: 1. According to Bloom's taxonomy, learning objectives established in 1999 mainly consisted of two domains, comprehension (56.1%), and knowledge (27.7%). The learning objectives established in 2000, mainly consisted of comprehension (45.2%) and application (25.4%). 2. According to McGuire's taxonomy, domain of test items established in 1999 consisted of recall (66.7%), interpretation (28.0%) and problem solving (4.9%). Domain of test items established in 2000, consisted of recall (65.1%), interpretation (22.0%) and problem solving (12.9%). 1) Department of Nursing, Chung-Ang University 2) College of Nursing, Yonsei University 3) College of Nursing, Seoul National University 4) Department of Nursing, Kyung-Hee University 5) College of Nursing, Ewha University 6) College of Nursing, The Catholic University of Korea(corresponding author, Email: sky@catholic.ac.kr) 7) National Medical Center Nursing College 8) Red Cross Nursing College 9) Department of Nursing, Gachun Gil College 3. The proportion of learning objectives in the knowledge and comprehension domains established in 200, decreased from 27.7% to 13.5%, and from 56.1% to 45.2% respectively over that of 1999. But the domain of application increased from 5.3% to 25.4% over that of 1999. 4. With regard to McGuire's taxonomy, the proportion for the recall and interpretation domains established in 2000 decreased from 66.7% to 65.1%, and from 28.0% to 22.0% respectively. But the proportion for the problem solving domain increased from 4.9% to 12.9% over that of 1999. For type of test items, the proportion of A type established in 2000 decreased from 47.2% to 37.6%, and K type increased from 52.1% to 60.8% over that of 1999. CONCLUSION: The learning objectives and test items established in 2000 showed remarkable improvement compared to those established in 1999. For better learning objectives and test items in Fundamentals of Nursing, further research is recommended on essential content and standardization of job analysis for national board examination for nurses in Korea.

A Survey of the Scope of Nursing Competency for Developing Learning Objectives In Adult Health Nursing / 성인간호학회지

Nurses in today's challenging health care settings need to be skilled critical thinkers and clinical experts. The nurse must be able to use a broad knowledge base to mobilize resources, coordinate actions and evaluate outcomes in complex new situations. So the national licensing examination for registered nurses is change to improve the quality of professional competency of nurses in Korea. Prior to this, learning objectives should be developed and improved periodically. The purpose of this study is to describe the nursing competency to provide base line data for developing learning objectives in adult health nursing. This study was conducted by means of a questionnaire which was developed by the researcher after reviewing the literature. The questionnaire was based on learning objectives which were developed by a nation-wide nursing faculty majoring in adult health nursing. The subjects were 45 nurses in a middle level hospital. The collected data were treated using SPSS Win 7.5 Statistical Package so as to obtain such descriptive statistics as mean score, frequency, and to test reliability test, nonpar-Friedman test. To summarize the major findings in this study, it showed the scope of nursing competency and can guide the direction of study and methodological criteria to develop learning objectives. Recommendations for further research are: firstly, it is necessary to state learning objectives with learners'behavioral terminology; secondly, to overcome locality in scope of this study, there is a need to analyze with nation-wide sampling by an in-depth statistical analysis; thirdly, because the subjects of this study are mostly three-year graduate nurses, there is a need to compare this study with other studies of different subjects.

Educational and Learning Objectives of Schools of Public Health / 한국의학교육

Schools of public health are graduate level higher educational institutions training students who will be engaging in educational, research and service activities in the field of public health after completing the educational programs. To meet this institutional goal, the schools of public health should provide diverse academic and professional courses and programs to the students based on their educational objectives. Educational objectives of schools of public health, of course, should well reflect the working definition of public health : public health is the science and art of preventing disease, prolonging life, and promoting physical health and efficiency through organized community efforts. There are 13 schools of public health in Korea an of 1999 including occupational and environmental schools. However, most of them were opened in 1980s and 90s, and therefore, do not have properly described educational and learning objectives. This paper proposes that Korean schools of public health should review their institutional goals and have clearly stated educational objectives. This also proposes development of standardized learning objectives of core subjects such as epidemiology, statistics, environmental health, health education and public health administration. Important units of these core subjects are also provided.