Developing course outline

A presentation to guide lecturers in Kulliyyah of Medicine IIUM for the preparation of a course outline

Transcript

1. Developing a course outline Jamalludin Ab Rahman MD MPH
2. “ ” We must align our programme with National Educational Philosophy 2
3. Education in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards, and who are responsible and capable of achieving high level of personal well-being as well as being able to contribute to the harmony and betterment of the family, the society and the nation at large. 3
4. “ ” Therefore, we need to follow the national educational policy. 4
5. Relevant documents 1. Malaysian Quality Framework (MQF) – 2nd edition – from 8 domains to 5 clusters PLO 2. Code of Practice for Programme Accreditation (COPPA) – 2nd edition – assessment process for programme accreditation 5
6. Previous 8 domains 1. Knowledge 2. Practical skills 3. Social skills and responsibilities 4. Values, attitudes and professionalism 5. Communication, leadership and team skills 6. Problem solving and scientific skills 7. Information management and lifelong learning skills 8. Managerial and entrepreneurial skills 9. Integration of IRK & values (for IIUM) 6
7. New MQF = Applicable to new programme after 1 April 2019 = 5 clusters 1. Knowledge & understanding 2. Cognitive skills 3. Functional work skills* 4. Personal & entrepreneurial skill 5. Ethics & professionalism 7
8. Functional work skills 1. Practical skills 2. Interpersonal skills 3. Communication skills 4. Digital skills 5. Numeracy skills 6. Leadership, autonomy & responsibility 8
10. PLO, PEO & CLO Outcomes Expected Effect PEO Programme Educational Objective for 3-5 years after graduate PLO Programme Learning Outcomes immediately after graduate CLO Course Learning Outcomes upon completion of course 10
11. Outcome Based Education Outcomes Assessment Learning Experience 11
12. “ ” Begin with the end in mind. Focus on the outcomes. 12
13. Writing the outcomes ~ CLO Audience Behavior (Verbs) Condition Degree (Standard) Learners for whom the objective is written A verb that describes what the audience will be able to do The circumstances under which the audience will perform the behavior Acceptance performance of the behavior At the end of the course the student will be able to conduct statistical analyses using correct univariate and multivariate tests. 13 Degree/standard is good to have but not a must.
14. Domains of Learning Cognitive (Knowledge) Affective (Attitude) Psychomotor (Skill) 1. Knowledge ~ Remembering 1. Receiving ~ Aware 1. Perception ~ Aware 2. Comprehension ~ Understanding 2. Respond ~ React 2. Set ~ Ready to act 3. Application 3. Valuing 3. Guided response ~ Early action (trial & error) 4. Analysis 4. Organisation ~ Prioritise values 4. Mechanism ~ basic proficiency 5. Synthesis (Creating)* 5. Internalise ~ Characterisation 5. Complex overt response ~ skillful 6. Evaluation* 6. Adaptation ~ Start to modify action 7. Origination ~ Create new action 14
15. Writing CLO - Guidelines 1. Future tense 2. Active verbs 3. Doesn’t have to achieve ALL domains 4. Each verb must be ‘measurable’ (assessed) 5. No 2 verbs from the same domain, choose higher 15
16. Teaching & Learning Methods 1. Teacher vs. student centered 2. Active vs. passive learning 3. Formal vs. informal learning 16
17. 17 Instructional Strategy Cognitive Domain (Bloom, 1956) Affective Domain (Krathwohl, Bloom, & Masia, 1973) Psychomotor Domain (Simpson, 1972) Lecture, reading, audio/visual, demonstration, or guided observations, question and answer period 1. Knowledge 1. Receiving phenomena 1. Perception 2. Set Discussions, multimedia computer based training (CBT), Socratic didactic method, reflection. Activities such as surveys, role playing, case studies, fishbowls, etc. 2. Comprehension 3. Application 2. Responding to phenomena 3. Guided response 4. Mechanism On-the-Job-Training (OJT), practice by doing (some direction or coaching is required), simulated job settings (to include CBT simulations) 4. Analysis 3. Valuing 5. Complex response Use in real situations. Also may be trained by using several high level activities coupled with OJT. 5. Synthesis 4. Organize values into priorities 6. Adaptation Normally developed on own (informal learning) through self-study or learning through mistakes, but mentoring and coaching can speed the process. 6. Evaluation 5. Internalizing values 7. Origination
18. Assessment =Formative vs. summative =Traditional vs. alternative 18
19. Closing the loop - CQI =Continuous Quality Improvement =Mapping CLO-PLO, PLO-PEO =Mapping assessment to CLO (blueprint?) 19
20. Aligning SLT with CLO 20 Week Lecture Title Face-to-face Self-learning Mode Calculation CLO1 CLO2 CLO3 CLO4 Hours Hours 1 Principles to biostatistics 2 2 Lecture 70 10 10 10 2 Planning for statistical analysis 2 2 Lecture 40 20 20 20 3 Descriptive Statistics 2 2 Lecture 40 20 20 20 4 Confidence Interval 2 2 Lecture 40 20 20 20 5 Measuring association 2 2 Lecture 40 20 20 20 6 Hypothesis testing 2 2 Lecture 40 20 20 20 7-8 Descriptive statistics practical 8 4 Practical 4 hrs x 2 days 10 20 20 30 9-10 Analytical statistics practical 1 8 4 Practical 4 hrs x 2 days 10 20 20 30 11-12 Analytical statistics practical 2 8 4 Practical 4 hrs x 2 days 10 20 20 30 13-14 Non-parametric tests 8 4 Practical 4 hrs x 2 days 10 20 20 30 15-16 Correlation 8 4 Practical 4 hrs x 2 days 10 20 20 30 17 Assignment 20 Assignment 4hrs x 5 days 100 18 Exam 3 15 Assessment 3hrs x 5 days TOTAL 55 67 122 Credit 3.05