TEB701 - INSTRUCTIONAL APPROACHES & METHODS IN MEDICAL EDUC
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| INSTRUCTIONAL APPROACHES & METHODS IN MEDICAL EDUC | TEB701 | 1st Semester | 3 | 0 | 3 | 10 |
| Prequisites | TEB 651 Learning & Teaching Processes in Medical Education TEB 652 Curriculum Development in Medical Education TEB 653 Measurement & Assessment in Medical Education | |||||
| Course language | Turkish | |||||
| Course type | Must | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Discussion Team/Group Work Project Design/Management | |||||
| Instructor (s) | Doç. Dr. Meral Demirören, Prof. Dr. Orhan Odabaşı | |||||
| Course objective | Be able to apply educational approaches and methodologies in medical education | |||||
| Learning outcomes |
| |||||
| Course Content | Investigation and application of the principles of various instructional approaches and methodologies in medical education | |||||
| References | * Cantillon P., Hutchinson L., Wood D. (2003). ABC of Learning and Teaching in Medicine. * Dent, J., Harden R.M. (2009). A Practical Guide for Medical Teachers. * Dornan T., Mann K., Scherpbier A., Spencer J. (2011). Medical Education Theory and Practice. * McGaghie W.C. (1978). Competency-based Curriculum Development in Medical Education: an Introduction. * Senemoğlu, N. (2002) Gelişim, Öğrenme ve Öğretme * Fish D., Coles C. (2005). Medical Education: Developing a Curriculum for Practice. * Swanwick T. (2010). Understanding Medical Education Evidence, Theory and Practice. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | The concepts of instructional approach, strategy, methodology and technique, and the principles of instructional design at different levels of medical education |
| Week 2 | Effective instructional design in large and small groups |
| Week 3 | Tutor roles in medical education |
| Week 4 | Principles of skills training and competency based education |
| Week 5 | Problem based design of instruction |
| Week 6 | Designing of instruction in clinical settings, and methods |
| Week 7 | Midterm exam |
| Week 8 | Peer support in instruction, and methods |
| Week 9 | Interprofessional teams and instructional applications |
| Week 10 | Simulation in medical education |
| Week 11 | Guidelines used in medical curricula |
| Week 12 | Designing of instruction in different service environments |
| Week 13 | Patient contribution to medical education |
| Week 14 | Methods in teaching communication skills |
| Week 15 | Preparation to Final Exam |
| Week 16 | Final exam |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 0 | 0 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 1 | 25 |
| Presentation | 1 | 25 |
| Project | 0 | 0 |
| Seminar | 0 | 0 |
| Midterms | 0 | 0 |
| Final exam | 1 | 50 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 0 | 50 |
| Percentage of final exam contributing grade succes | 0 | 50 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 0 | 0 | 0 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 14 | 8 | 112 |
| Presentation / Seminar Preparation | 3 | 15 | 45 |
| Project | 0 | 0 | 0 |
| Homework assignment | 5 | 15 | 75 |
| Midterms (Study duration) | 0 | 0 | 0 |
| Final Exam (Study duration) | 1 | 26 | 26 |
| Total Workload | 37 | 67 | 300 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. Attain the knowledge about undergraduate and graduate medical education and continuing professional development at an expert level | X | ||||
| 2. Attain the in depth knowledge about the theories and approaches related to learning and instruction, and the educational phylosophies they are based on | X | ||||
| 3. Apply the specific instructional methods in medical and health sciences education | X | ||||
| 4. Develop curriculum in medicine and health sciences education | X | ||||
| 5. Develop student evaluation tools in medicine and health sciences education | |||||
| 6. Conduct program evaluation activities in medicine and health sciences education | |||||
| 7. Conduct research using his expert level knowledge in medicine and health sciences education | |||||
| 8. Apply the current educational and communication technologies in medicine and health sciences education | X | ||||
| 9. Develop scientific ideas and methodologies in medical health sciences education using high level cognitive processes | X | ||||
| 10. Perform his duties and responsibilities as a medical educationalist regarding professional values and ethical principles | X | ||||
| 11. Consult in the areas of need that gives the priority to interprofessional collaboration and community perspective at all levels of instruction in medicine and health sciences education | |||||
| 12. Update his competencies within the framework of evidence based medicine and based on lifelong learning principles for his individual and professional development | |||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest