5/7/2015
Best Practices in Medical Education:
OBE in the
UP College of Medicine
Heizel Manapat-Reyes, MD, MHPEd, FPCP, FPRA
Head, Medical Education Unit
College of Medicine
University of the Philippines Manila
What we have done
Determined the learning outcomes for the MD program
Developed a curriculum map for the MD program
Developed a curriculum map for each learning unit
Refined our course objectives to reflect the outcomes
Ensured that all outcomes are properly developed across
the different courses & learning units
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5/7/2015
Institutional Commitment
• UP Manila workshop
from June 3 – 5, 2014
• UP College of Medicine
workshops from June 25
– 27 & July 2 – 3, 2014
• Departmental for a
• Thematic integration in
faculty development
program
UPCM Learning Outcomes
• Anchored on the minimum outcomes set by CHED
• Also defined by UPCM vision, mission and goals
– In the context of us being a State University
Technical
institute
College
University
State University
Educate for skills
Educate professionals
Generation of knowledge
Relevance to nation-building
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5/7/2015
UPCM Learning Outcomes
Performance
Approach
Professionalism
Clinical competence
Generation &
utilization of relevant
knowledge
Adherence to
professional & ethical
standards
Inter--professional
Inter
practice
Advocacy for social
equity & social
accountability
System based
approach to health
care practice
Lifelong personal &
professional
development
Leadership &
management
Volunteerism,
nationalism &
internationalism
Effective
communication
skills
Effective teaching &
organization
Modified from Dimacali 2015
LEARNING OUTCOME
DEFINITION
CLINICAL COMPETENCE
Provides exemplary patient and health care that
is appropriate, effective, holistic, humane, ethical
and adherent to the best standards of care
EFFECTIVE
COMMUNICATION SKILLS
Articulates, conveys and shares ideas and
information through oral, written or visual
formats in a manner that is understood by
patients, families, colleagues, decision-makers,
communities or the public
EFFECTIVE TEACHING &
ORGANIZATION SKILLS
plans, innovates, implements, monitors and
evaluates an appropriate health education
program for co-health workers, individuals,
patients, families, communities, students, peers
and other health professionals to effect a positive
change in behavior that results in better health
outcomes
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LEARNING OUTCOME
DEFINITION
GENERATION AND
UTILIZATION OF RELEVANT
KNOWLEDGE
Systematically searches, organizes, utilizes and
creates new information and knowledge to improve
the health outcomes of patients, their families
and/or communities, using scientifically sound and
ethical approaches
INTER-PROFESSIONAL
PRACTICE
Effectively works in teams with co-physicians and
other professionals to improve health outcomes of
patients, their families and/or community
SYSTEM-BASED APPROACH TO integrates the health system components and their
HEALTH CARE PRACTICE
interrelationships in the development, analysis and
implementation of healthcare interventions with
emphasis on primary health care and patient safety
LEADERSHIP AND
MANAGEMENT
Provides clear directions, inspiration and
motivation in the planning, delivery and
transformation of health services
LEARNING OUTCOME
ADHERENCE TO
PROFESSIONAL AND ETHICAL
STANDARDS
DEFINITION
consistently acts with integrity and professionalism,
and abides by national and/or international ethical
and legal codes of conduct that govern the
profession
ADVOCACY FOR SOCIAL
EQUITY AND SOCIAL
ACCOUNTABILITY
effectively organizes and leads groups or
communities towards participatory planning and
action in bridging gaps in the health situation and
their associated social determinants
LIFELONG PERSONAL AND
PROFESSIONAL
DEVELOPMENT
regularly updates oneself by utilizing a variety of
avenues for continuing personal and professional
growth
VOLUNTEERISM,
NATIONALISM AND
INTERNATIONALISM
demonstrates commitment to service, love for
one’s national heritage and respect for other
cultures
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Needs
assessment
Determine learning
outcomes
Create a
curriculum map
Align course
objectives
INSTRUCTIONAL
DESIGN
Refresh strategies
Match assessment
plan
UPCM INTARMED Program
LEARNING
UNIT
THEME
1
Preparatory Medicine I
2
Preparatory Medicine II
3
Human Development, Structure and Function
4
Human Pathophysiology and Therapeutics
5
Ambulatory Medicine: Integrated Clinical Clerkship I
6
Hospital Based Medicine: Integrated Clinical Clerkship II
7
Comprehensive Health Care: Internship
Community-oriented activities and other integrative strategies are woven into the
different learning units appropriately
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Curriculum Map
LU
OUTCOMES FOR UPCM
1&2
Courses
Unit
3
4in a Learning
5
6
7
Clinical competence
I
P
P
P
P
D
Effective communication skills
P
P
P
P
P/D
D
Systems-based practice of healthcare
I
I
P
P
P/D
D
Inter-professional practice
I
P
P
P
P
D
Generation & utilization of new
knowledge
I
P
P
P
P
D
Effective teaching & organizational skills
I
I
P
P/D
D
D
Leadership
I
P
P
P/D
P/D
D
Adherence to professional & ethical
standards
I
P
P
D
D
D
Advocacy for social equity &
accountability
I
I
P
P
P/D
D
Lifelong personal & professional
development
I
I
P
P
P/D
D
Application in Specific Courses:
Med 250, Med 251, Med 260
Ambulatory
Hospital
• Wellness
•
• Preventive
care
•
• Health
outcomes LOs practiced•
monitoring
Comprehensive
Illness
• Health team
intervention
management
LOs demonstrated
Emergency
• Complex cases
care
• Interdisciplinary
In patient
care
care
LOs introduced
Clinical competence, communication, teaching, research,
systems-approach, inter-professional care, professionalism,
leadership, social responsiveness, commitment to learning
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Strategies
LearnerLearnercentered
Experiential
Small group
discussions
Skills lab
Blended
learning
strategies
WorkWorkplace
training
Preceptorials
Projects
Lectures
Evaluation
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Evaluation
Workplace
assessment
Direct
observation
Written
examinations
Simulations
Records review
Rating scales
Self--evaluation
Self
Assessment by
different
stakeholders
Application of Outcomes
at Course Level
• MEDICINE 250
– Integrated Clinical Clerkship in Medicine
– Focus is ambulatory medicine
• MEDICINE 251
– Clinical Clerkship in Medicine
– Focus is in-patient care
• MEDICINE 260
– Internship in Medicine
– Focus is comprehensive care
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5/7/2015
What we learned
• Some objectives needed to be
restated but were sufficient
• Majority of teaching-learning
strategies were appropriate
• Majority of evaluation methods
at the course and unit levels
were adequate
What we still need to do
Revision of student admission
policy
Complete stakeholder
consultations
Plan shortshort-, mediummedium- and longlongterm evaluation
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5/7/2015
What need to be resolved
Institutional accreditation
versus
individual licensure
MASTERY LEARNING
Learning is fixed
Time to achieve learning is variable
Bloom 1968, Carroll 1963
Thank you very much
for your attention.
MEDICAL EDUCATION UNIT
College of Medicine
University of the Philippines Manila
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