T5-Lite Portfolio
Tarun BhatnagarICMR School of Public Health
National Institute of Epidemiology (ICMR)
Chennai
Biography - letter to reader
Dear Reader, Teaching is a science and an art. I invited both the scientist and the artist in me to be a part of the T5-Lite (abridged version of Boston University’s Teaching the Teacher to Teach programme) at NIE, Chennai. I invite you to take a glimpse into my work and experiences in the programme
Using my teaching portfolio
• Collection of evidences towards my teaching activities.
• Insight into my beliefs, intentions and actions and to bring the three to sync.
• Develop teaching styles and techniques to best suit the curriculum and student needs.
• Reflect upon what worked and what didn’t. • Quantum of my teaching activities as part of
my overall job responsibilities. • Integrate my research work into my teaching
and vice-versa.
Teaching philosophy Metaphor: Teaching is like setting a ship to sail
.
“I see my classroom as a fleet of ships. I am on the ship, not as the admiral but a more experienced crew. Together we cruise through the waters, the wind and the
rocks in the journey for knowledge and fulfilment of our dreams”
Teaching Perspectives Inventory
Microteaching5 minute session on “The Kurta”
WHAT WENT WELL
• Opening and closing the session
• Organization of the session
• The voice
• Self-confidence
WHAT NEEDS WORK
• Using the blackboard
• Using the classroom space
• Less is more
• Interaction with students
Active learning/technology
I need to reduce my lecturing.I have to develop more active learning material.
Discussion-based teaching with a case
• The teacher to be the facilitator and guide
• Needs lots of preparation for the facilitator and students
• Integrates different domains of significant learning
Curriculum Design for Health Systems
Vidya RamachandranYuvaraj JayaramanTarun Bhatnagar
Ashoo Grover
How we began
• Understanding the concepts of GOAL – OBJECTIVE – COMPETENCY
– Metaphor: Running a successful supermarket
• Selected one module in Health Systems course– Health Care Delivery Systems
• Revising the goals and operationalizing the objectives– Clear and measurable
– Reflect the six levels of learning
• Appropriate amount of material per session
Significant LearningLearning Goals and Objectives
• Foundational knowledge– Understand the different models of health care delivery systems
• Application– Compare and analyze the Health care delivery system in India to other
models • Integration
– Analyze the health care delivery system in context of current health scenario and gaps
• Human dimension– Group work
• Caring– Examples of consequences on people’s health of health care delivery
mechanisma• Learning-How-To-Learn
– Research skills
Educative Assessment
Self
Peer assessment of seminars
Summative
Essay
Problem-based exercise
Forward-Looking
Group presentation
Field notes
Active Learning Teaching and learning activities
Reflective Dialogue
Group discussions
Student seminars
Information and Ideas
Lectures
Readings
Internet
Experience
Case studies
Field visits
Film
Health Care Delivery System
Session Goals Objectives Learning activities Assessment 1. Understand the
different models of health care delivery systems
After this session, the student should be able to: • Describe three (socialistic, capitalistic,
mixed) models of health care delivery systems across the world
• Identify and explain the strengths and weaknesses of each model of health care delivery system
• Lecture; Readings • Case-based teaching
• Group presentation assessed
using a rubric
2. Compare and analyze the Health care delivery system in India to other models
After this session, the student should be able to: • Develop and use a framework for comparing
the three models
• Explain why the Indian health care delivery system is a mixed model
• Facilitated Group exercise
• Discussion • Readings
• Group presentation assessed
using a rubric • Essay
3. Assess the health care delivery systems in India in context of current health scenario
After this session, the student should be able to: • Describe the current health scenario
including o burden of disease, distribution
across populations o Coverage, utilization and quality of
health care • Identify the gaps in health care delivery • Analyze the health care delivery system in
context of current health scenario and gaps
• Readings
• Student seminar • Field visit to all levels of
health facilities in a district • In-class group work • Panel Discussion
• Peer assessment • Field notes assessed using rubric • Problem-based exercise assessed
using a rubric
Reflections as a “gROuP”
• Good forum to share ideas and expertise
• Learning a new language, together
• Difficult (not impossible) to reach consensus
• Workshop is an effective mode of course design