ECME competency

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<ul><li> 1. ECME Essential Course for Medical Educator 12 Expected Outcomes ! ! ! ! ! Rajin Arora, MD ECME Course Director </li> <li> 2. It goes without saying that no man can teach successfully who is not the same time a student ! Sir William Osler, 1849-1919 </li> <li> 3. Welcome to ECME </li> <li> 4. The evolution of FD 1970s Behavioural theories Write measurable outcomes Table of specication Exercises and feedback Evaluate learners behaviours McLean M, et al. 2008 </li> <li> 5. The evolution of FD 1980s Cognitive theories Activate prior knowledge Scaffolding of new knowledge Activities/ engagement/ understanding McLean M, et al. 2008 </li> <li> 6. The evolution of FD 1990s Social learning theories Student-centered learning PBL/ Collaborative learning Professionalism/ role model Community-based Cores/ electives EBM McLean M, et al. 2008 </li> <li> 7. The evolution of FD 1990s Social learning theories CME/ life-long learning Reective practitioner Learning environment Peer assessment Assessment innovations Med Ed research McLean M, et al. 2008 </li> <li> 8. The evolution of FD 2000s Professionalism Patient-centered education Early clinical exposure/ integration Authentic learning and assessment Patient safety Portfolios Outcome-based/ competency-based ICT, internet, virtual Med school McLean M, et al. 2008 </li> <li> 9. The evolution of FD 2000s Professionalism Bioethics Cultural diversity Accreditation BEME Reection Self-assessment Med Ed units/ educator training McLean M, et al. 2008 </li> <li> 10. How to deliver different contents to different people? </li> <li> 11. Just-for-you &amp; Just-in-time education </li> <li> 12. 4 Phases of Faculty Development Orientation Generic skills for teachers Specic competency for different COPs - e.g. clinical teaching, PBL, assessment, standard setting, mentor Educational leadership - Educator and administrator. Benor DE. Med Teach 2000; 22(5): 503-512. </li> <li> 13. Excellence Teacher Competencies A B C Doing the right thing Doing thing right Right person doing it Hesketh EA, et al. Med Educ 2001; 35(6): 555-64. </li> <li> 14. A: Doing the right thing - What a teacher is able to do 1. Teach large and small groups 2. Teach in a clinical setting 3. Facilitate and manage learning 4. Plan learning 5. Develop learning and work with resources 6. Assess trainees 7. Evaluate courses and undertake research in education Excellence Teacher Competencies Hesketh EA, et al. Med Educ 2001; 35(6): 555-64. </li> <li> 15. B: Doing the thing right - How teacher approaches teaching 8. Intellectual intelligence: understand principles of education 9. Emotional intelligence: appropriate attitude, ethics, legal 10.Analytical &amp; creative intelligence: appropriate decision- making skill, BEME Excellence Teacher Competencies Hesketh EA, et al. Med Educ 2001; 35(6): 555-64. </li> <li> 16. C: Right person doing it - Doctor as a professional teacher 11.Role of teacher in health service and university: balance between service, teaching, research, quality management, administration 12.Continuous personal development Excellence Teacher Competencies Hesketh EA, et al. Med Educ 2001; 35(6): 555-64. </li> <li> 17. ECME Course Delivery </li> <li> 18. The greatest difficulty in life is to make knowledge effective, to convert it into practical wisdom ! Sir William Osler, 1849-1919 </li> <li> 19. Key features of FDP success Experiential learning: workshops, hands-on, practice Promote reection Value of feedback: in and after class Important of peers: social learning Adult learning theory Multiple instructional methods. Steinert Y, et al. BEME Guide No. 8. Med Teach 2006; 28(6): 497-526. </li> <li> 20. ENJOY TEACHING ! </li> </ul>