guidelines and format on learning and evaluating activities - rojoson

GUIDELINES AND FORMATON

LEARNING AND EVALUATING ACTIVITIES

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PRIMARY HEALTH CARE PHYSICIANPROBLEM-BASED LEARNING IN MEDICINE

GUIDELINES AND FORMAT ONOVERVIEW AND PERSONAL PERSPECTIVEPUBLIC HEALTH EDUCATIONCOMMUNITY HEALTH MANAGEMENTCASE PRESENTATION AND DISCUSSIONHYPOTHETICAL PATIENT MANAGEMENT…...



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GUIDELINES AND FORMAT ON……..PSYCHOSOCIAL ISSUESBIOETHICAL ISSUESMEDICOLEGAL ISSUESRESEARCH ISSUES……..



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GUIDELINES AND FORMAT ON……..GLOSSARYSELF-EVALUATIONPRESENTATION IN A SYMPOSIUM

PRIMARY HEALTH CARE PHYSICIAN

Primary Health Care Physician is a physician who practices primary health care.

PRIMARY HEALTH CARE

Definition of Primary Health Care by WHO

“Essential health care made universally available to individuals and families in the community by means acceptable to them, through their full participation and at a cost that the community and country can afford.”

PRIMARY HEALTH CARE

Health care system and socioeconomic development

PHC forms an integral part both of the country’s health system of which it is the nucleus and of the overall social and economic development of the community.

PRIMARY HEALTH CARE

Features

Community participationvs overdependence on medical doctors

Appropriate technologyvs high-cost and sophisticated technology

Intersectoral linkagesvs. reliance on the government sector or the medical doctor

PRIMARY HEALTH CARE

Partnership Approach

1. active community participation and involvement2. intersectoral collaboration3. development and use of appropriate technology to

meet local health needs4. development of support mechanisms to sustain

PHC implementation

PRIMARY HEALTH CARE

Essential health care

1. information and education on health2. proper nutrition3. water and sanitation4. maternal and child health5. immunization6. prevention and control of endemic diseases7. treatment of common diseases8. provision of essential drugs

PRIMARY HEALTH CARE

Aspects of health care

PHC is concerned with the promotive, preventive, curative, palliative, and rehabilitative aspects of health care.

PROBLEM-BASED LEARNING IN MEDICINE

PBL in Medicine- learning the science and art of medicine

in the functional or clinical context.

Format of PBL in Medicine in Small Group

Session I (2 hours)1. Facilitator presents a problem (simulated or actual).

2. Students attempt to understand and solve the problem through brainstorming, discussion, andconsensus. They learn from each other as well as discover learning issues (later converted to students' learning objectives).


Session I (2 hours)3. Students decide on a learning plan with or without the help of the facilitator. The learning plan contain the following:

Learning objectivesHow to attain the learning objectives

MethodsReading - what and which books, journalsAsking - who, where, whenDoing - what, where, when

Individual work or division of laborHow to assess attainment of learning objectivesTimetable


Independent Study (based on timetable in the learning plan)Students implement learning plan.


Session II (2 hours)1. Students report and discuss the learning gained during the

independent study in trying to understandand solve the initial problem.

2. Students may be given another problem to apply what they have just learned for reinforcement purposes.


Session II (2 hours)3. Students are asked to assess their individual and group

performance in the learning process.

4. Facilitator gives feedback on the individual and group learning process.He may also give comments on the content of the learning objectives as well as on the problem(s).

Practice and Learning of Medicine - The Process

1. An MD meets a patient without prior knowledge of what the patient's problem is.

2. During the encounter, the MD establishes rapport, diagnoses, treats, and gives advices with the goal of resolution of the health problem of the patient.

3. In the process of understanding and resolving the patient's problem, the MD invariably encounters some insecurities, questions, and gaps in competences.

Practice and Learning of Medicine - The Process

4. The MD fills in the gaps in competences through various means, such as self-study and learning from other people like consultations, referrals, and enrolling in a formal course.

5. The new competences acquired are used by the MD on the patient on hand and on future patients.

PBL in Medicine - The Process

1. The student is presented with a health problem which can be simulated or actual, without the student having prior study on the problem. There is no prior teacher's lecture nor prior assignment to study on the problem.

2. The student tries to understand and to solve the problem.

3. In the process of trying to understand and to solve the problem, the student will invariably encounter questions, uncertainties, and gaps in competences, which constitute the so-called "learning issues."

PBL in Medicine - The Process

4. The student then decides how to go about settling the "learning issues."

5. The student implements his plan of action.

6. The student applies what he learned to the problem on hand as well as to future problems or patients.

Comparison of Lecture and Problem-based Learning

Lecture PBL

Retention + ++

Easy Recall + ++

Problem-solving + ++

Critical thinking + +++

Comparison of Lecture and Problem-based Learning

Lecture PBL

Communication + +++

Interpersonal skills + +++

Cooperative learning + +++

Self-directed learning + +++

Competences needed in conducting PBL

1. Proper understanding of whole process of PBL (knowledge).

2. Commitment to use PBL if educator believes it is an effective method in producing competent physician (attitude).

3. Skills in facilitating learning (skills).

4. Skills in group dynamics (skills).

guidelines and format on learning and evaluating activities - rojoson

Healthcare