Course Specification ILOS and Teaching methods

1
Course SpecificationILOS and Teaching methods

• Ahmad Makhlouf

2
What has been done

• Mission, vision, faculty aims
• Program specification
• Courses specification

actual finished
Number of total courses 25 115
Number of main courses 22 115
Number of targeted courses 17 11
3
Next step Awareness

• Mission, vision, faculty aims
• Program specification
• Courses specification

4
Next step Self study

• 1. Mission and Objectives
• 2. Educational Programme/ courses including
  Teaching and learning systems
• 3. Assessment of Students
• 4. Students
• 5. Academic Staff/Faculty
• 6. Educational Resources
• 7. Programme Evaluation
• 8. Governance and Administration
• 9. Continuous Renewal

5
Course Specification

• A course consists of a series of learning
  sessions on a particular topic (e.g., Anatomy and
  Physiology) within an academic program
  (e.g.,MB.BCh).
• A syllabus (Course Specification) serves as the
  design document for a course, providing all the
  information about the course.
• A syllabus (Course Specification) is typically
  given to students on the first day of class

6
(No Transcript)
7
3- Contents
Topic No No. of hours Lecture Tutorial/Practic



4- Teaching and Learning Methods 4.1-
................................. 4.2-
................................. 4.3-
................................. 4.4-
.................................
8
Course Content
Topic No. of hours Lecture Tutorial/Practical
A 3 2 1
B 3 - 3
9

• Teaching and Learning Methods
• Identify the methods used in delivering the
  course
• The methods, which are used by teacher to help
  students to achieve the ILOs for the course.

10
Course matrix
ILOS ILOS ILOS ILOS ILOS ILOS ILOS ILOS Weeks/ teaching method
8 7 6 5 4 3 2 1 Weeks/ teaching method
x1 x2 x2 x1 1
x x3 x 2
x x x4 3
x x x x5 4
x x x 5
x x x 6
x x x x x6 7
11
Course matrix
topics topics topics topics topics topics topics topics ILOS
8 7 6 5 4 3 2 1 ILOS
x1 x2 x2 x1 1
x x3 x 2
x x x4 3
x x x x5 4
x x x 5
x x x 6
x x x x x6 7
12
Course matrix
TOPICS TOPICS TOPICS TOPICS TOPICS TOPICS TOPICS TOPICS Weeks/ teaching method
8 7 6 5 4 3 2 1 Weeks/ teaching method
x1 x2 x2 x1 1
x x3 x 2
x x x4 3
x x x x5 4
x x x 5
x x x 6
x x x x x6 7
13
Teaching and learning methods

• Lectures using power point
• Practical session Anatomy of experimental
  animals, histological examination, ........
• Case study
• Assignment
• Others

14
SELECT TEACHING METHODS

• The two most critical factors in selecting
  teaching methods are
• choosing a variety of methods, and
• choosing methods that are appropriate for
  achieving the learning objectives (ILOS).

15
SELECT TEACHING METHODS

• For example, if the learning objective is for
  students to list the immunization schedule for
  children under five, an interactive presentation
  is an appropriate teaching method.
• If the learning objective is for students to
  give immunizations according to the schedule,
  students will need opportunities to practice
  giving the immunizations, preferably on models
  first and then with patients.

16
When selecting teaching methods, consider the
following questions

• Is the method appropriate for the learning
  objective?
• Are the resources that this method requires
  available?
• Are special facilities required?
• What is the projected size of the class?
• Is a special room arrangement needed for this
  method?
• Will the methods selected stimulate interest and
  provide variety?

17
For Knowledge ILOS

• Brainstorming
• Interactive Presentation known as a lecture or
  illustrated lecture.
• Discussion
• Panel Discussion

18
For Knowledge ILOS

• Brainstorming (a list of ideas, thoughts, or
  alternative solutions that focus on a specific
  topic or problem is generated. stimulates thought
  and creativity and is often used along with group
  discussions).
• Interactive Presentation known as a lecture or
  illustrated lecture.(Verbal presentation of
  information by the teacher, in which presentation
  of content is supplemented with a variety of
  questions, interactions, visual aids, and
  instructional materials.

19
For Knowledge ILOS

• Discussion
• Panel Discussion (Discussion related to the
  learning objectives presented by a panel of
  individuals or content experts).

20
For clinical/practical skills

• Demonstration
• Clinical Simulation
• Facilitated Practice
• Role Play

21
For clinical/practical skills

• Demonstration (Method in which the teacher
  presents the steps necessary for the completion
  of a procedure or clinical task or activity).
• Clinical Simulation (A representation of a real
  or hypothetical patient management situation).

22
For clinical/practical skills

• Role Play (Learning activity in which students
  play out roles in a simulated situation that
  relates to one or more learning objectives.)

23
For clinical/practical skills

• Facilitated Practice (Opportunity for students to
  practice or apply (with models, simulated
  patients, or real patients) the content presented
  in theoretical sessions. The teacher explains
  procedures or routines, demonstrates tasks,
  models the correct performance of the skill, and
  observes and interacts with students while
  providing ongoing feedback. )

24
For intellectual skills, communication,
(attitudes)

• Case Study
• Clinical Simulation
• Facilitated Practice
• Individual or Group Tutorial
• Role Play

25
For intellectual skills, communication,
(attitudes)

• Individual or Group Tutorial
• (Study of information by one or more participants
  under the instruction of a tutor or mentor).

26
EnsureOpportunitiesfor Practice

• practice and feedback
• schedule practice activities including reading,
  homework, or other assignments, to help students
  apply new knowledge, skills, and attitudes.
• In addition to providing learning opportunities
  for students, practice activities are
  opportunities for formative assessment in which
  teachers can give feedback to students to help
  them improve their performance.

27
EnsureOpportunitiesfor Practice

• Practice opportunities can occur individually or
  in groups.
• They can be conducted in the classroom in
  simulated environments or at a clinical practice
  site.
• Different practice activities will be
  appropriate for different learning objectives,

28
Examples of assignments

• Knowledge
• Solve a series of problems.
• Answer a series of questions.
• Label a drawing.
• Locate information in a manual.
• Make a drawing or sketch.
• Complete a case study.

29
Examples of assignments

• Clinical/practical skill
• Practice a skill with an anatomic model,
  simulated patient, another student, or with an
  actual patient.
• View a video, slide show, or photographs,
• use a computer-based learning program (e.g., to
  identify signs and symptoms of illness or
  malnutrition).

30
Examples of assignments

• intellectual skills, communication, (attitudes)
• Participate in a role play.
• Conduct an interview.

31
SELECT AND ADAPT LEARNING MATERIALS

• Handouts
• Printed materials
• Visual aids
• Computer-based materials

32
SELECT AND ADAPT LEARNING MATERIALS

• Some materials are more effective for teaching
  and learning concepts and principles,
• while others are more effective for demonstrating
  and practicing skills.

33
Consider the following when evaluating materials

• Are the materials appropriate for meeting the
  learning objectives?
• Is the information contained in the materials
  up-to-date, unbiased, factual, consistent, and
  technically correct?
• Will visual aids work with the equipment that is
  already available?
• Are the format and quality of the materials
  consistent with those of the other course
  materials?
• Are the materials relevant and culturally
  sensitive?
• Is the reading level of the materials appropriate
  for the students?
• Is the cost of the materials reasonable?

34

• 6- List of Text Books and References
• a- Lectures notes When notes are available,
  specify whether they are prepared in the form of
  a book authorized by the department or are handed
  out to the students part by part.
• b- Essential books (Text books) When the
  lecturer uses one book that covers most of course
  contents, specify the book.
• When the lecturer uses more than one book, which
  contains parts of the course, specify the books
  and the topics covered by each.

35

• 6- List of Text Books and References
• c- General references, journals, periodicals,
  newspapers, web sites, which enrich the learning
  process should also be listed.
• The references that should be identified in the
  above items should be written in a standard way
  (publisher, edition, year, author(s)...etc).
  Refer also to locations for reading or buying the
  specified references.

36

• 7- Facilities Required for Teaching and Learning
• The facilities include appropriate teaching
  accommodation, including teaching aids,
  laboratories, laboratory equipment, computers
  etc., facilities for field work, site visits
  etc., which are necessary for teaching the
  course.

37
Facilities required for teaching and learning

• Computer
• Video films
• Experimental animals
• Field visits
• Data show
• Overhead projector
• Microscopes

38
(No Transcript)
39
Course matrix
ILOS ILOS ILOS ILOS ILOS ILOS ILOS ILOS Weeks/ teaching method
8 7 6 5 4 3 2 1 Weeks/ teaching method
x1 x2 x2 x1 1
x x3 x 2
x x x4 3
x x x x5 4
x x x 5
x x x 6
x x x x x6 7
40
Course matrix
topics topics topics topics topics topics topics topics ILOS
8 7 6 5 4 3 2 1 ILOS
x1 x2 x2 x1 1
x x3 x 2
x x x4 3
x x x x5 4
x x x 5
x x x 6
x x x x x6 7
41
Course matrix
TOPICS TOPICS TOPICS TOPICS TOPICS TOPICS TOPICS TOPICS Weeks/ teaching method
8 7 6 5 4 3 2 1 Weeks/ teaching method
x1 x2 x2 x1 1
x x3 x 2
x x x4 3
x x x x5 4
x x x 5
x x x 6
x x x x x6 7
42
Course Schedule
Topic Teaching methods Covered ILOS week By whom



43
Topic Teaching methods Covered ILOS week By whom
jaundice 1-lecture 2-lecture 3-case study 4-Case study 5-clinical teaching 1,3 2,4 5,6,7 5,6,7 6,7 1 3 1 2 3
hepatitis