learning in 21 stssttst century: learning on line
TRANSCRIPT
Learning in 21Learning in 21Learning in 21Learning in 21stststst century: century: century: century: Learning on lineLearning on lineLearning on lineLearning on line
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Do you know…….Do you know…….Do you know…….Do you know…….PSU aims to be a leader U. at teaching byPSU aims to be a leader U. at teaching byPSU aims to be a leader U. at teaching byPSU aims to be a leader U. at teaching by
• Introducing new technics in teaching workshop
•Hold a conference as a platform for teaching every year (1-2 December this year)
• Incorporate teaching competency in academic title promotion (Assist., Assoc., Professorship)
WE LEARN
10% of what we read
20% of what we hear
30% of what we see (photo)
50% of what we see and hear
70% of what we discuss
80% of what we experience
95% of what we teach others
What we used toWhat we used toWhat we used toWhat we used to What we have toWhat we have toWhat we have toWhat we have to
http://eigenwijsinonderwijs.blogspot.com/2014/12/21st-century-skills-1.html?view=timeslide
Teacher directed, memory focused
instruction
Student-centered, performance-
focused learning
Plenty of shallow knowledge Emphasize deep understanding
rather than shallow knowledge
Lockstep, prescribed-path
progression (Just follow my
instruction, no way out!!!)
Flexible progression with multiple-
path options
Limited media, single sense
stimulation
Media-rich, multi-sense stimulation
What we used toWhat we used toWhat we used toWhat we used to What we have toWhat we have toWhat we have toWhat we have to
http://eigenwijsinonderwijs.blogspot.com/2014/12/21st-century-skills-1.html?view=timeslide
Knowledge from limited authoritative sources
Isolated work on invented exercises
Mastery of fixed content and
specified processes
Learner constructed knowledge
from multiple information sources
and experiences
Collaborative work on authentic
real world projects
Student engagement in definitive
design, and management project
(students learn best when actively
engaged in solving meaningful
problems)
What we used toWhat we used toWhat we used toWhat we used to What we have toWhat we have toWhat we have toWhat we have to
http://eigenwijsinonderwijs.blogspot.com/2014/12/21st-century-skills-1.html?view=timeslide
Factual, literal thinking for
competence
In-school expertise, content and
activities
Stand alone communication and
information tools
Creative thinking for innovative and
original solutions
Global expertise, information and
learning experiences
Converging information and
learning experiences
What we used toWhat we used toWhat we used toWhat we used to What we have toWhat we have toWhat we have toWhat we have to
http://eigenwijsinonderwijs.blogspot.com/2014/12/21st-century-skills-1.html?view=timeslide
Traditional literacy at
communication skills
Primary focus on school at local
community
Isolated assessment of learning
Digital literacy’s and
communication skills
Expanded focus including digital
global citizenship
Integrated assessment of learning
Level of learningLevel of learningLevel of learningLevel of learning
What is this? Knowledge
Which shape is a circle? Comprehension
Draw a circle under a triangle
Which shapes did I use to draw this
figure?
Application
Analysis
Create a new figure?????
Which figure is better? Why
Synthesis
Evaluation
It means that It means that It means that It means that student and teacher go togetherstudent and teacher go togetherstudent and teacher go togetherstudent and teacher go together…………
Teacher is at the front… just to Teacher is at the front… just to Teacher is at the front… just to Teacher is at the front… just to direct towards the destinationdirect towards the destinationdirect towards the destinationdirect towards the destination
http://eigenwijsinonderwijs.blogspot.com/2014/12/21st-century-skills-1.html?view=timeslide
An on-line course:
EMERGING EMERGING EMERGING EMERGING AND EXOTIC DISEASES OF ANIMALSAND EXOTIC DISEASES OF ANIMALSAND EXOTIC DISEASES OF ANIMALSAND EXOTIC DISEASES OF ANIMALS
• A web based course
• developed between 2000-2002 by
• Iowa State University,
• the University of Georgia,
• the University of California, Davis and
• the United States Department of Agriculture (USDA).
• currently has been used at all United States veterinary schools and serves as the Initial Accreditation Training that must be completed as part of the USDA Accreditation process as well as used for continuing education.
Course compositionCourse compositionCourse compositionCourse composition
1. EEDA Lessons and Diseases
• very similar to the chapters in the companion text book
• There is a quiz for each Lesson and each of the 12 Disease Incursions.
2. Scenarios
• hypothetical case studies where students play the role of a veterinarian who is called out to investigate an illness. The students work through the case as a veterinarian would and learn about a variety of important animal diseases in the process. There is a quiz over each scenario.
3. Infectious Inquiries
• brief descriptions of clinical situations followed by several multiple choice questions. Each fact sheet has a differential diagnosis section as well.
Course compositionCourse compositionCourse compositionCourse composition
4. Supplemental Library
• The tables and charts provide a quick overview of the most important diseases. The library contains technical fact sheets for approximately 140 important diseases.
5. Veterinary Accreditation Lessons
• provide students with information about the purpose of veterinary accreditation and responsibilities of accredited veterinarians in the U.S. There is a quiz for each lesson, with the exception of the “Introduction to Veterinary Accreditation” lesson.
Interprofessional Education (IPE): for Humanized Patient Home Care:
A Collaboration of Faculty of Medicine,
Faculty of Pharmacy and Faculty of Architecture,
Urban design and Creative Arts, Mahasarakham University (MSU)
Chanuttha Ploylearmsang
Sirinart Tongsiri
Methee Piriyakarnnon Mahasarakham University (MSU), Thailand
Content • What MSU Interprofessional Education comes from?
• How to implement the IPE in 3 faculties, MSU?
• What are student’s competencies?
How to assess these competencies?
• What were results that we got from IPE?
What is Interprofessional Education (IPE) ? Interprofessional education involves educators and
learners from 2 or more health professions and their
foundational disciplines who jointly create and foster a
collaborative learning environment.
The goal of these efforts is to develop knowledge,
skills and attitudes that result in interprofessional team
behaviors and competence.
Ideally, interprofessional education is incorporated
throughout the entire curriculum in a vertically and horizontally integrated fashion.
Institute of Medicine Committee on the Health Professions Education Summit (2003)
Center for Advancement of Interprofessional Education (CAIPE) (2008)
Evolution of Interprofessional Education
The Mid 1980’s : The need for IPE has been recognized internationally
1987 : The Center for the Advancement of Interprofessional Professional Education (CAIPE) was established in UK
2003 : The Interprofessional Education for Collaborative
Patient-Centered Practice Initiative was begun by Health Canada
2003 : The Institute of Medicine (IOM), US “All health professionals
should be educated to deliver patient centered care as members of an interprofessional team”
2005-2008 : AACP convened a Council of Faculties Interprofessional Education Task Force
2007 : A survey (31 US Pharmacy schools)—47% no IPE
53% with IPE ----60% in Year 3 or Year 4 ----Only 25% in Year 1
July 2007 : The Accreditation Council for Pharmacy Education (ACPE)
created standards and guidelines that delineate the desire for IPE.
AJPE 2009; 73 (4) Article 59.
Interprofessional Education in MSU came from….
• Health Professional Educational Reform (HER)
Theme of 2016 “IPE towards Thai Health Team”
• Interprofessional Research and Practice (IPP)
• Community-based learning
(Generic learning Outcome of MSU)
• Patient –centered care
• Humanized care in community
Learning Outcome of 3 faculties, MSU
Interprofessional Research and Practice (IPP)
Home Modifications for People with Disabilities and Elderly: Recommendations from Policy to Practice
Sirinart Tongsiri ,MD PhD
Chanuttha Ploylearmsang, PhD
Katanyu Hawsuthisima
Mahasarakham University, Thailand
6 Journal of Health Systems Research Vol. 9 No. 4 October-December 2015, p 382-395. Published in
Need-------Trust-------Value
A Collaboration of 3 Faculties, MSU
Faculty of Pharmacy Faculty of Medicine Faculty of Architecture,
Urban design and Creative Arts
Expert in Medicines
and Health Promotion (be able to integrate knowledge
Into real practice in community
and adhere to professional ethics)
Family medicine and
Community medicine
for Humanized Medicine in community
Philosophy Philosophy Philosophy
MSU Philosophy: ―Public devotion is a virtue of the learned‖ A Place where Education Culture and Community meet
Public devotion with
Creativity is a virtue of the learned
1. Administrative Initiative and Support
A formal meeting of 3 deans
after attending Health
Professional Educational
Reform (HER) Conference - IPE concept and
implementation
- Supportive policy
- Recommendation for
a working group (small and sharp)
Dean of Faculty of Medicine, Assoc.Prof.Suchat Areemit
Dean of Faculty of Architecture,
Urban Designs and Creative Arts
Asst.Prof.Poldej Chaowarat
Dean of Faculty of Pharmacy,
Asst.Prof.Junthip Kanjanasilp
2.Setting IPE Working group (small and sharp)
At first meeting, 6 persons
working group - A family medicine and rehabilitation
doctor
- 3 Pharmacists - 2 Architects
1. Learn IPE concept
2. Choose Courses
3. Identify Student
4. Set IPE Theme
Second meeting, 6 persons
working group - A family medicine and rehabilitation
doctor
- 3 Pharmacists - 2 Architects
1. Set IPE Plan and
Program (TQF3)
2. Initiate Student’s
Competencies
3. Set an assessment
Strategy
From Three Curricula to IPE activities
TQF 2 Medicine TQF2 Pharmacy TQF2 Architecture
MSU Philosophy: ―Public devotion is a virtue of the learned‖
TQF3 Family Medicine 1
TQF3 Public Health Pharmacy
TQF3 Introduction to
Urban Architecture & Environment
Curriculum
IPE Course
The 2nd year students
Week 11 Home visit 1-2 Week 12: Group Oral Presentation/ Reflection
Week 7: Activity-based Learning (Team building) Brief Lectures: INHOMESSS, Drug and Community and Universal design (UD) for patients in community
IPE activities (Week 7)
IPE activities (Week 11-12)
Student year
―INHOMESSS‖ theme (Set Competency & Assessment) IPE Theme
IPE Program
Score: 20% Score: 25% Score: 20%
Communication
Skills and Problem solving
Patient care
Plan and Goal Setting
Teamwork
Trust&
Respect (Attitude)
Leadership
Student’s Competencies (Outcomes) from IPE
INHOMESSS
and Humanized
Patient Home care
Support Facilitator
Theme of IPE: INHOMESSS concept
• It is a concept to assess the patient in 9 aspects
• Holistic approach of data gathering from patient
I = Immobility
N= Nutrition
H= Housing
O= Other people (Genogram)
M= Medication
E= Physical Examination
S= Spiritual health
S= Safety
S= Services (health services)
Brief Lectures
-INHOMESSS
-Drug and Community
-Universal Design
(UD) and case studies
Week 2: Capacity building/Strengthening the Working group with ―INHOMESSS concept‖
- Practice in the real situation (Home care visit)
- Discuss and Share idea…Plan for patients (Interprofessional practice)
- Reflect roles and responsibilities of each professional - Learn how to set the assessment strategy and tools for students
Timeline and How to assess
Week 1
Week 2
IPE Orientation
Capacity team building/ Strengthening teachers Team reflection
Week 7 Ice-breaking
Activity-based learning Brief lectures
Attitude Pre-test
Student’s expectation Student’s perception
Week 11-12 IPE Home visits
Student’s behavior
-Direct observation
-Peer assessment (Rubric)
Essay
Week 12 Plan for patient Group Oral presentation
Attitude Post-test
Patient satisfaction
Community perception
Student reflection
1. Design Courses (TQF3)
2. Design IPE Activity 3. Student Competencies
Before the semester
Assessment Topics Time
Methods: Patient Home Visit
Medical
student (n=60)
Pharmacy
student (n=123)
Architecture
student (n=50)
Student (n=233)
Methods: Patient Home Visit
1 group = 7-8 persons
2MD+4PD+1or 2AR
Total 30 groups Medical
Student (MD) (n=60)
Pharmacy
Student (PD) (n=123)
Architecture
Student (AR) (n=50)
Student (n=233)
Resources Used for Patient Home Visit
6 Communities
30 Patient’s Houses (Patients and care givers) 30 Health Volunteers of community
233 Students - 60 Medical students
- 50 Architecture students
- 123 Pharmacy students
19 Faculty members 5 Medical Doctors
6 Home care Nurses
5 Pharmacists
1 Public health practitioner
2 Architects
1 Community = 5 Patient’s houses
Each patient’s house = 1 group of students+ 1 Health volunteer
8 students
1 health volunteer
1 house
1 house
30 students 5 health volunteers
1 Medical doctor
1 Pharmacist
1 Home
care nurse
Architect
Faciltators
Week 7 Activity-based (Team building)
Ice-breaking activities -Stone as mind
communicator
-Crossing the river of life
Brief Lectures -INHOMESSS
-Drug and Community
-Universal Design
(UD) and case studies
https://www.youtube.
com/watch?v=ztU1_
6vD7xk&feature=youtu.be
Week 11-12 Home Visit 1-2 -INHOMESSS
I = Immobility
N= Nutrition
H= Housing
O= Other people
(Genogram)
M= Medication
E= Physical
Examination
S= Spiritual health
S= Safety
S= Services (health)
- Identify Problems
- Set Goal and Plan for QoL of patient
Students’ Attitude on IPE Activities (Pretest-Posttest, 5 rating scale self-administered questionnaire)
3
3.2
3.4
3.6
3.8
4
4.2
4.4
4.6
4.8
5
3.19
3.9
4.16 4.17
4.08 4.06
3.95 3.93 3.98 4.01
3.94
3.75
4.32
4.53 4.46 4.45
4.49
4.34 4.29
4.33 4.38
4.33
pretest
posttest
Attitude score (Full score= 5)
Attitude Item
p<0.001
Average (item 1-10)
Change 9-17% of Attitude with significance
Change 9.8%
10.6%
17.6%
9.9%
IPE competencies on Humanized Patient Home care Home visit: 8-item Direct Observation
2.00
2.50
3.00
3.50
4.00
4.50
5.00
5.50
6.00
4.33 4.27 4.13 4.07 4.60 3.93 3.73 4.33 4.17
4.67 5.00 4.83 5.00 4.83 4.17 4.50 4.67 4.71
4.82 5.12 5.06 5.18 5.29 4.76 4.82 4.76 4.98
Lecturer
Home visit Nurse
Health volunteer
Competency score (Full score= 6)
Competency Item
Assessed by
Average (item 1-8)
77%, 80%, 88%
70%, 78%, 83%
Lecturers
-Medical doctor
-Pharmacist
-Architect -Public health practitioner
Good-Very Good
Patient and their Family’s Satisfaction on Student in IPE Home visit : A 10-item rating scale
3.80
3.90
4.00
4.10
4.20
4.30
4.40
4.50
4.45 4.35 4.50 4.35 4.45 4.40 4.10 4.15 4.25
4.50 4.35
Patient
Satisfaction Item
Satisfaction score (Full score= 5)
Average (item 1-10)
Satisfied >80% in all items
90% 90% 89% 89%
Health Volunteers Ideas (as Community representative) on IPE Home visit : A 10-item rating scale
Idea Item
Agreement (Full score= 5)
Average (item 1-10)
4.00
4.10
4.20
4.30
4.40
4.50
4.60
4.21
4.26
4.37 4.37
4.26
4.32
4.42
4.21
4.53
4.58
4.35
Satisfied >80% in all items
91.6%
90.6% 88.4%
Reflect…Role and Responsibility of each Professional
Role and Responsibilities Of each professional
Their impression and satisfaction
Recommendations for the next
Problems
Group evaluation
Students reflect on IPE program
https://www.youtube.com/watch?v=OasFqhKXfRs&feature=youtu.be
Key Success Factors
• Need -----Leadership and Working group
(Background) Teamworks /Experience/Shared vision
• Trust----- Plan-Do-Check-Act together
-Working group
-Home visit team-Health volunteer
-Health volunteer-Patient
• Value-----Student’s learning outcomes
Quality of life of Patient&Family
Thank you
MSU Philosophy: ―Public devotion is a virtue of the learned‖
A Place where Education Culture and Community meet
Ex.Rubric Score: Leadership
Score=0 unable to explain all work of team, follow
Score=1 able to explain all work in team and responsibility of each person
Score=2 1+ able to assign job to each member in team
Score=3 2+able to give advice and clear goal of team
Score=4 3+able to make a plan to meet the goal of team
Score=5 4+able to motivate team to move forward to goal