Section: Module:On Line Courses | Health Professional Education

Section outline

- Select activity How to design an e learning program
  
  How to design an e learning program Page
  
  At the end of this session you should be able:-
  
  To understand and describe what is e learning, mobile learning and open on line courses
  
  Evaluate the use of various technology for your residency learning program
  
  To design a residency digital learning program
- Select activity Writing Learning outcomes
  
  Writing Learning outcomes Page
  
  At the end of this session you should be able:-
  
  To write learning outcomes for a residency courses
  
  List and evaluate various digital technology for your residency learning program
  
  Use the ADDIE and GAGNE nine events tools to develop your digital learning program
  
  A short video presentation on writing measurable learning objectives. These are especially important for eLearing courses.
- Select activity What is curriculum
  
  What is curriculum Page
  
  Mandated. Hidden and Null
- Select activity Curriculum, Instruction and Assessment
  
  Curriculum, Instruction and Assessment Page
  
  Youtube video summarising the 3
- Select activity Worksheet Based on Gagne’s Nine Events of Instruction
  
  Worksheet Based on Gagne’s Nine Events of Instruction File
  
  A template for you to use
- Select activity Creating Video Lectures
  
  Creating Video Lectures Page
  
  Use Office Mix to create interactive lessons that students can review at home, reserving class time for group discussions or focusing on the difficult material. Learn to create a dynamic lesson from PowerPoint by inserting voice overs, add a movie, or include a poll.
- Select activity Basics of Computing
  
  Basics of Computing SCORM package
  
  e learning object this is an interactvice multi media lecture for self paced learning.
- Select activity Competency-based medical education
  
  Competency-based medical education File
  
  Indian J Pharmacol. 2016 Oct; 48(Suppl 1): S5–S9.
  
  This article describes the rationale of CBME and provides an overview of its components, i.e., competency, entrustable professional activity, and milestones. It elaborates how CBME could be implemented in an institute, in the context of basic sciences in general and pharmacology in particular. The promises and perils of CBME that need to be kept in mind to maximize its gains are described.