Dr' Ibrahim Al Alwan, MRCPUK, FAAP,FRCPC , Associate Dean for student and Academic Affaires, College - PowerPoint PPT Presentation

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Dr' Ibrahim Al Alwan, MRCPUK, FAAP,FRCPC , Associate Dean for student and Academic Affaires, College

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Title: Dr' Ibrahim Al Alwan, MRCPUK, FAAP,FRCPC , Associate Dean for student and Academic Affaires, College


1
Experience of College Medicine, King Saud bin
Abdulaziz University for Health Sciences in
implementing PBL
Dr. Ibrahim Al Alwan, MRCP(UK), FAAP,FRCPC ,
Associate Dean for student and Academic
Affaires, College of Medicine, King Saud bin
Abdulaziz University for Health Sciences
2
  • Friday, April 25, 2008
  • Lecturers want to revolutionize higher
    educational system
  • Iwona Bojarczuk
  • Science Minister Barbara Kudrycka wants to
    completely change the image of Polish higher
    education. Huge amounts of money are to flow to
    the best Polish educational institutions from the
    national budget and 4 mln euro from EU funds are
    to be available by the end of 2013.

3
College of Medicine, Our experience
Introduction
Setting the stage
Implementation PBL
Evaluation
4
Our University
  • Evolved from the successful experience of
    National Guard Health Affaires in
  • The presence of highly qualified medical staff at
    KAMC
  • Residency training programs
  • CME activities
  • Biomedical research

5
King Saud bin Abdulaziz University for Health
Sciences
  • The transformation from a quality healthcare
    service provider to an academic organization has
    begun through establishing
  • College of Nursing (2002)
  • College of Medicine (2004)

6
University Milestones
  • Medical Education Academic Affairs
  • College of Nursing
  • College of Medicine
  • King Saud bin Abdulaiz University for Health
    Sciences
  • Riyadh Main Campus
  • Jeddah Branch
  • Alahsa Branch

7
Setting the stage
8
Setting the stage
  • Curriculum
  • Faculty
  • Students
  • learning environment

9
Curriculum
Traditional Teaching
Problem based learning
Clinical Sciences
Basic Medical Sciences
Clinical Sciences
Basic Medical Sciences
10
Growth of number of PBL-schools worldwide
1969-2005
11
What was promised?
  • According to the early literature, PBL would
    contribute to
  • renewal of the medical curriculum
  • a more student-centered learning environment
  • students acquiring better clinical reasoning
    skills
  • students acquiring better interpersonal skills
  • (acquisition and retention of relevant medical
    knowledge)

12
The Learning Pyramid
13
The College of Medicine Curriculum
  • Reviews of Curricula of Medical Schools
  • KSA
  • Al Qassim University
  • Bahrain
  • Arabian Gulf University
  • Canada
  • Dalhousie University
  • UK
  • University of Manchester
  • Netherlands
  • Maastricht University
  • Australia
  • University of Sydney

14
Our Curriculum
  • Adoption of the 4-year graduate PBL web-based
    curriculum of Sydney University
  • This curriculum is organized around 149 problems
    in
  • Nine blocks (modules) in first two years and
  • Clinical rotations/attachment in the second
    two years

15
Faculty
16
Medical education Department
  • The University, through its Colleges, has
    recruited eminent medical educators who have
    provided educational services including
  • curriculum development
  • student assessment
  • program evaluation
  • faculty development
  • first Saudi Masters Degree Program of Medical
    Education.

17
Faculty Enhancement Program to Train Tutors and
Faculty
Tutors
  • International Workshop at House
  • Innovative Concepts in PBL (80)
  • Assessment (80)
  • Organization and Management (80)
  • International Workshops
  • Maastricht (24)
  • Oman 12
  • Indonesia (8)
  • Norway (6)
  • New York USA
  • Bahrain

18
Faculty Enhancement Program to Train Tutors and
Faculty
Tutors
  • Local Workshops
  • Introduction to PBL (80)
  • Student assessment (80)
  • Clinical teaching (80)

19
Students Selection and transition to PBL
Curriculum
Students
  • Selection of graduate students
  • From different backgrounds including Science,
    Applied Medical Sciences, Pharmacy and Veterinary
    Medicine
  • GPA, written test and interview
  • Orientation semester on PBL. EBM, Medical
    Ethics, IT and English

20
Conducive learning environment
Conducive learning environment
Tailored structure of the building
Library Support
Collaborative learning
Audio-visual support
Co-operative environment
IT resources
Student mentoring system
21

OSCE/OSPE Working Group
Program Evaluation Student Assessment Working
Group
College of Medicine Curriculum Management Structur
e

BCS Working group
EBM
Block Coordinator
22
  • Several adjustments through the curriculum
    committee has been performed to make it fitting
    Saudi priority health problems and
    culture-sensitive as well as matching the local
    Ministry of Higher Education rules and
    regulations.

23
Modifications of structure
  • Designing a preparatory semester before enrolling
    into the Sydney Curriculum.
  • This semester include five blocks, Intensive
    English Program (10 ch), Introduction to
    Problem-based Learning (2 ch), Introduction to
    Evidence-based Medicine and Research Methodology
    (2 ch) Islamic values and Medical Ethics (2 ch),
    Computers Sciences and Medical Informatics (3 ch).

24
Phase1
Phase I
English 16 weeks
25
Phase2
Phase II
Foundation
Musculoskeletal
Respiratory
Cardiovascular
Hematology
Oncology
Renal/Reproduction
Neurosciences
Endo/Gastroenterology
26
Phase3
Phase III
Medicine
Surgery
Family Community Med
Pediatrics
Obstetrics Gynecology
27
Patient Doctor
Evidence Based Medicine
Basic science
Case Problem Based Learning
Procedural
Communication
Clinical Diagnostic
28
(No Transcript)
29
Problem Based Learning
System oriented
30
Web-Based Curriculum
31
Structure of PBL tutorials
The tutorial process
Problem
problem trigger
Tutorial Session 1
identify cues formulate problem generate and
organise Hypotheses/differential diagnosis
identify learning issues to guide individual
study
patient results
Tutorial Session 2
plan inquiry
seek patient and epidemiological data to
distinguish between hypotheses
identify learning issues to guide individual
study
reformulate the problem
Tutorial Session 3
diagnostic decision research questions feedback
on the problem
32
Problem
Session I
PBL STEPS
  • Identify Cues
  • Problem Formulation
  • Hypothesis Generation
  • Hypothesis Organization
  • Formulating Learning Objectives

Problem Trigger Released
SELF STUDY
Session II
  • Review of Session 1
  • Enquiry plan and Information Gathering
  • Diagnostic Decision

Investigation Results Released
SELF STUDY
Session III
  • Review of Learning Session 2
  • Management
  • Review and Evaluation of Process, Problem and
    Group

Evaluation Forms Used
33
Evaluation of progress
34
PBL, does it work?
Effectiveness
  • Hamilton report
  • This school did an excellent job in meeting all
    the standards set by WFME, Many medical school
    at international levels would do better to learn
    from it.

35
Evaluation findings
  • Prospective evaluation
  • Evaluation of lectures
  • Evaluation of skills sessions
  • Evaluation of problems and group functioning
  • Evaluation of tutor, chairman and group members
  • End of block evaluation
  • Evaluation of assessment
  • Retrospective evaluation
  • Two years retrospective
  • Accreditation evaluation

36
Main Findings
  • High satisfaction of students and faculty
  • Generally high ratings of lectures skills and PBL
    tutorials
  • Reasonable time spend on individual studies
  • Proper organization and conduction of PBL
    sessions
  • Satisfactory infrastructure and learning
    resources
  • High quality assessment system as measured by
    psychometric indicators

37
Conclusion
Health System
Curriculum Selection
Faculty Development
Selection of Students
Implementation
Evaluation
38
Thank You
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