Topic outline

  • General

    • Faculty Development Program for Health Care Educators Page

      A continuing professional development program for medical, nursing, and allied health professionals, educators, and Instructional Designers and Educational Technologist.

      Health professional education is a resource-intensive process that, with the current challenges of resource scarcity, requires innovative strategies to improve its effectiveness with the use of modern theories, technologies, and practices. Fundamental to learning in medicine, is a requirement of the learner  for the acquisition of knowledge and skills and the development of attitudes that are conducive to the creation of a competent health professional who is able to practice competently and independently as a professional in the community -i.e. fit for purpose.

    • Introduction Forum for Learners
      Please introduce yourselves here, and share your reasons for joining this program.
    • Introduction to graduate medical education Page

      Challenges of the post graduate medical learners

      A video lecture by Dr Vaikunthan Rajaratnam  FRCS

    • Course ware - Digital Learning for Health Care Professionals File

      Compiled by                                              

      Dr Vaikunthan Rajaratnam

    • What is teaching and Learning File

      Powerpoint lecture by Vaikunthan Rajaratnam

    • Teaching and Learning File

      Updated presentation 

    • Welcome to Instructional Design Course Page

      <iframe width="560" height="315" src="https://www.youtube.com/embed/P5IltAo1odo" frameborder="0" allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen></iframe>

  • Module 1 :Theories of Learning in Health Professional Education

     Learning is defined as a process that brings together personal and environmental experiences and influences for acquiring, enriching or modifying one’s knowledge, skills, values, attitudes, behaviour and world views. Learning theories develop hypotheses that describe how this process takes place. The scientific study of learning started in earnest at the dawn of the 20th century. The major concepts and theories of learning include behaviourist theories, cognitive psychology, constructivism, social constructivism, experiential learning, multiple intelligence, and situated learning theory and community of practice.


     

     

    • How to design a learning program Page

      A youtube video leacture

      At the end of this session you should be able:-

      • To  describe the instructional design process
      • Use the process to design a learning program
      • To create a residency digital learning program

      How to Design & Teach an Online Course Using a Backwards Design Approach 

    • What is digital learning? Page

      Video lecture that defines the role of cognition and learning to help you determine the most appropriate instructional strategies for your online learners.

    • Honey and Mumford Learning Styles URL

      web site explaining Honey and Mumford's original definitions .Activist, Theorist; Pragmatist and Reflector

    • THE THEORY AND PRACTICE OF ONLINE LEARNING File

      edited by Terry Anderson

      Printed and bound in Canada by AGMV Marquis This publication is licensed under a Creative Commons License, see www.creativecommons.org. The text may be reproduced for non-commercial purposes, provided that credit is given to the original authors. Please contact AU Press, Athabasca University at aupress@athabascau.ca for permission beyond the usage
      outlined in the Creative Commons license

    • Theories of Learning in Medicine File

      Overview of Current Learning Theories for Medical Educators

      The American Journal of Medicine, Vol 119, No 10, October 2006

      Dario M. Torre, MD, MPH,a Barbara J. Daley, PhD,b James L. Sebastian, MD,. Michael Elnicki, MD 

    • Generic Theories of Learning File

      Oxford Centre for Staff and Learning Development 2002

      think about your own particular way of learning and to recognise that everyone does not learn the way you do

    • Papers on Theories of Learning Folder

      Resources for theories of learning

    • Theories of Learning for medical education Page

      PowerPoint video lecture

      At the end of this session you should be able:-

      • To list and describe 4 theories of learning
      • Adapt the theories for the digital age
      • Describe how they will affect teaching
    • Analyse your learning style Wiki

      In  in order to maximise one's own personal learning each learner ought to:

      • understand their learning style
      • seek out opportunities to learn using that style

       Honey and Mumford have developed a Learning Style Questionnaire

      Use this wiki to analyse your leanring style and comment on those of your peers

    • Learning theories 101 File

      Denise Kay and Jonathan Kibble
      Medical Education, College of Medicine, University of Central Florida, Orlando, Florida

    • Adult learning theories File

      Implications for learning and teaching in medical education

      David C. M. Taylor & Hossam Hamdy (2013) Adult learning theories:
      Implications for learning and teaching in medical education: AMEE Guide No. 83, Medical Teacher,
      35:11

    • Instructional Design for Healthcare Professionals

        

    • What is Instructional Design Page

      Defining Instructional Design and Technology (ID&T)

      D

    • ID and Medical Education File

      Medical educators must answer questions about what they teach, how they teach, and how they assess learning in the Digital and Information Age. Related questions involve what personnel (i.e., talent) organizations should select and cultivate to drive their missions. Learner-centered paradigms, instructional design, and educational systems are growing areas of interest that must be deliberate, not reactionary.

      Strategically Integrating Instructional Designers in Medical... : Academic Medicine. (n.d.). Retrieved January 23, 2019, from https://journals.lww.com/academicmedicine/Fulltext/2019/01000/Strategically_Integrating_Instructional_Designers.35.aspx
    • Dick and Carrey Model URL

      Walter Dick, Lou Carey, and James Carey developed this comprehensive and detailed process in 1978. It is composed of ten components as shown in the chart below:

    • Using cognitive theory to facilitate medical education File

      Qiao et al. BMC Medical Education 2014, 14:79

      The use of cognitive schemata, developed by experts as worked examples to facilitate medical students’ learning and to promote their clinical reasoning.

    • The science of instruction in medical education File
      The science of instruction is the scientific study of how to help people learn. Three important instructional goals are: to reduce extraneous processing (cognitive processing that does not serve an instructional objective) during learning; to manage essential processing (cognitive processing aimed at representing the essential material in working memory) during learning, and to foster generative processing (cognitive processing aimed at making sense of the material) during learning. Nine evidence-based principles for accomplishing these goals are presented.
    • Preparing for the Changing Role of Instructional Technologies in Medical Education File

      The working group developed five recommendations that academic health leaders and policymakers may use as a starting point for dealing with the instructional technology challenges facing medical education over the next decade. These recommendations are (1) using technology to provide/support experiences for learners that are not otherwise possible—not as a replacement for, but as a supplement to, face-to-face experiences, (2) focusing on fundamental principles of teaching and learning rather than learning specific technologies in isolation, (3) allocating a variety of resources to support the appropriate use of instructional technologies, (4) supporting faculty members as they adopt new technologies, and (5) providing funding and leadership to enhance electronic infrastructure to facilitate sharing of resources and instructional ideas.

      Academic Medicine: April 2011 - Volume 86 - Issue 4 - p 435-439

    • nstructional Design Variations in Internet-Based Learning for Health Professions Education File

      Interactivity, practice exercises, repetition, and feedback seem to be associated with improved learning outcomes, although inconsistency across studies tempers conclusions. Evidence for other instructional variations remains inconclusive.

      Academic Medicine: May 2010 - Volume 85 - Issue 5 - p 909-922

  • Module:On Line Courses

     

     

    • 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
    • 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.

    • What is curriculum Page

      Mandated. Hidden and Null

    • Curriculum, Instruction and Assessment Page

      Youtube video summarising the 3

    • 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.

    • Basics of Computing SCORM package

      e learning object this is an interactvice multi media lecture for self paced learning.

    • 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.

  • Module:Mobile Learning for Health Care Professionals

  • Topic 4

    • Topic 5

      • Topic 6

        • Topic 7

          • Topic 8

            • Topic 9

              • Topic 10