Transcript Slide 1

Foundations of Educating Healthcare
Providers
Objectives
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Describe the guiding principles of educating
healthcare providers
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Define core competencies and their role in
curriculum development and design
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Recognize effective approaches to teaching
and learning
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List the challenges in educating healthcare
providers
Guiding Principles
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The education of healthcare providers must:
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address the priority health needs and problems
within a society,
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identify national policies, guidelines, and standards
that are relevant to those needs and problems, and
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define the expected role of healthcare providers.
Provider Roles
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Education should
prepare providers to
function as:
Caregivers
Decision-makers
Communicators
Community leaders
Managers
Professional Development
Continuum
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Begins with undergraduate education
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Continues throughout professional practice
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Includes inservice training and/or continuing
education
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Providers should be life-long learners
Academic Program
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A series of courses that have both theoretical
and practical components and are designed to
prepare students as a specific category of
healthcare provider.
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Academic programs typically involve several
years of study, allowing time and opportunities
for students to develop essential competencies
that encompass essential knowledge, skills,
values, and behaviors.
Core Competencies
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Aspects of a subject or discipline that are
common to all students, essential to practice,
and essential to master in order to graduate
from an academic program and enter into
practice.
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Each core competency for an academic
program will encompass cognitive
(knowledge), psychomotor (skills) and affective
(values and behaviors) domains that are
observable and can be appraised.
Defining Core Competencies
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What is the job description for the position the
student may hold after graduation?
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What knowledge, skills, and attitudes are
experienced health professionals in that cadre
applying in the workplace?
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What are the licensing requirements in the
related field?
Curriculum Terminology #1
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Curriculum -Curriculum can be defined as the
totality of learning activities that are designed
to achieve specific educational outcomes.
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Both a written document and the actual practice of
implementing an academic program.
Unique and based on healthcare needs.
Flexible and always changing.
Regularly revised based on ongoing monitoring of
individual courses and occasional evaluation of the
academic program.
Curriculum Terminology #2
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Curriculum development and revision is a
systematic, logical, and dynamic process for
achieving organized learning.
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Curriculum design is the organization and
sequencing of course requirements and
learning experiences that make up the total
academic program.
Curriculum Development and Design
Let’s review the
process presented
in Figure 1-2 on
Page 1-6.
Effective Approaches #1
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Is teaching and learning a science or an art?
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Probably a little of both.
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Effective teaching is a learned ability.
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There are concepts and principles based on
research that can help make teaching and
learning more effective.
Effective Approaches #2
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Teaching can be defined as the conscious
manipulation of the students’ environment in a
way that allows their activities to contribute to
their development as people and clinicians.
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Learning can be defined as a change in
behavior, perceptions, insights, attitudes, or
any combination of these that can be repeated
when the need is aroused.
Teaching & Learning are more
effective when . . . #1
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Students are ready and want to learn.
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Students are aware of what they need to learn
(i.e., clear learning objectives or outcomes).
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New KSAs build on what students already
know or have experienced.
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Students are active and participate in their
learning.
Teaching & Learning are more
effective when . . . #2
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Students are encouraged to apply critical
thinking and alternative approaches supported
by sound reasons.
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New KSAs are realistic, relevant, and can be
put to immediate use.
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New knowledge, skills, and attitudes are
demonstrated to students, applied by students,
and integrated into the students’ world.
Teaching & Learning are more
effective when . . . #3
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Numerous opportunities are given for students
to practice and to receive feedback on their
performance.
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Feedback to students on their performance is
immediate, constructive, and nonjudgmental.
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Teaching is interesting, pleasant, and exciting.
Teaching & Learning are more
effective when . . . #4
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A variety of teaching
methods and
techniques is used.
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Teaching moves
step-by-step from
simple to complex,
and is organized,
logical, & practical.
Teaching & Learning are more
effective when . . . #5
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Ideas and concepts are presented clearly,
alternative explanations are presented, and
teachers check frequently for students’
understanding.
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The learning environment is realistic, relevant,
and one of trust, mutual respect, relative calm,
helpfulness, freedom of expression, and
acceptance of different opinions and
approaches.
Activity
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Work in 7 groups.
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Review your approach to teaching and
learning (see next slide).
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Summarize 5 key points about your approach.
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Record these on a flipchart page.
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Share with the large group.
The Approaches
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2.
3.
4.
5.
Adult learning
Participatory learning
Deep learning
Experiential learning
Problem-based
learning
6. Mastery learning
7. Life-long learning
Challenges #1
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Information overload (adding KSA to the
curriculum)
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Large numbers of students and insufficient
numbers of teaching staff
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Limited opportunities to practice and master
skills
Challenges #2
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Poor monitoring of students’ progress, leading
to limited opportunities for providing feedback
to students
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Facilities used for clinical practice that are not
always representative of the facilities, such as
outpatient clinics, where graduates will work
Challenges #3
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The need to develop competencies that are
difficult to teach, such as decision-making,
problem solving, ethics, and values
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The difference between the ideal world, where
all resources are available, and the real world,
where resources and technology are scarce
Challenges #4
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Poor quality materials and equipment, and
limited access to computers and up-to-date
reference materials
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Little coordination between different teaching
units and different levels of study, and between
theoretical and practical portions of academic
programs
Challenges #5
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Practical experiences that are separated from,
and do not always reflect, the associated
theoretical experiences
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High turnover of teaching staff
Challenges #6
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Teachers who have no formal training in
educational theories or methodologies
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Lack of incentives for teachers to improve their
own performance
How To Use This Manual #1
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This manual describes a process for planning
and conducting effective teaching that looks
something like this:
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Develop a syllabus
Teach using interactive teaching methods
Students practice in simulated and real
environments
Students are regularly assessed (knowledge and
skill tests)
Teachers monitor and revise their teaching
How To Use This Manual #2
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We have already looked at the competencies
in Table 1-2.
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Teachers participating in a faculty development
program using this manual can develop these
competencies.
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We will talk more about faculty development
later in the workshop.
Summary
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Effective undergraduate education should offer
a balance of theoretical and practical
experiences.
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Students should be aware of the core
competencies they will develop within courses
in the curriculum.
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Teachers should participate in a faculty
development program to develop teaching
competencies.