Best Practices in Medical Education
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 1 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 2 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 3 5/7/2015 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 4 5/7/2015 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 5 5/7/2015 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 6 5/7/2015 Strategies LearnerLearnercentered Experiential Small group discussions Skills lab Blended learning strategies WorkWorkplace training Preceptorials Projects Lectures Evaluation 7 5/7/2015 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 8 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 9 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 10
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