CHPE MODULE 1
TEACHING AND LEARNING STUDY GUIDE
MODULE DEVELOPER AND DIRECTOR: PROF. MARIUM IQBAL
MODULE TITLE: TEACHING AND LEARNING
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MODULE DEVELOPER: PROF. MARIUM IQBAL
MODULE DIRECTOR: PROF. MARIUM IQBAL
GOAL OF THE TEACHING AND LEARNING MODULE
The goal of the teaching and learning (T/L) module is to equip the teaching faculty with innovative teaching and learning
methodologies, interactive strategies and judicious use of technology to enhance learners’ engagement.
By the end of the module 1, the participants, will be able to demonstrate the use of contemporary teaching methodologies, based
on principles of health professions education and learning theories, to make learning more engaging and effective.
DESCRIPTION OF THE MODULE
The module focuses on application of learning theories to the practice of teaching and learning, learner engagement complemented
with technology-enhanced delivery of teaching sessions of HPE.
DURATION OF THE MODULE
The 2- month hybrid module comprises a 5-day contact session followed by self-study, tasks and online discussions and terminating
in an end-of-module assignment.
VENUE
Board room, JMDC, Korangi Campus
Karachi
CONTACT
chpe@[Link]
SESSION OBJECTIVES, FACILITATORS AND ESSENTIAL READING MATERIAL
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The book ABC of Teaching and Learning in medicine 2nd edition shall be considered as the text book for this module
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Day Session name Main Objective(s) of each session Reading Material
Facilitator(s) Articles, Books and Links
1 Basic Concepts in medical • Describe education cycle,
education learning domains, Bloom’s
Atif Mahmood taxonomy and Miller’s triangle
along with their applications
Learning theories • Discuss the following learning 1. Taylor, D. C., & Hamdy, H. (2013). Adult learning
Rooha Sultan theories: theories: implications for learning and teaching in
A. Adult learning theory medical education: AMEE Guide No. 83. Medical
B. Behaviourism teacher, 35(11), e1561-e1572.
C. Cognitivism
D. Constructivism
E. Collaboration
Educational Objectives • Write appropriate educational 1. Chapter 4: Step 3- Curriculum development for
Marium Iqbal objectives focusing all 3 learning Medical Education – A six step Approach.
domains
Lectures • Use interactive strategies 1. Snell, Linda. (2009). Interactive lecturing: strategies
Marium Iqbal effectively while delivering for increasing participation in large group
lectures presentations. Medical Teacher. 21. 37-42.
10.1080/01421599980011.
2. Azer, Samy. (2009). What Makes a Great Lecture?
Use of Lectures in a Hybrid PBL Curriculum. The
Kaohsiung journal of medical sciences. 25. 109-15.
10.1016/S1607-551X(09)70049-X.
2 Lesson Planning • Develop a lesson plan for all type 1. Samuel, Sharmeen. (2014). How to design a
Marium Iqbal of teaching sessions comprehensive lesson plan. MedEdPublish.
10.15694/mep.2014.003.0032.
2. [Link]
teaching/integrated-design/lesson-planning
Effective power point • Create effective power point 1. [Link]
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presentation presentations guides/how-write-university/how-approach-any-
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Junaid Lakhani assignment/creating-effective-powerpoint-slides
3 Flipped classroom • Use flipped classroom to engage 1. Moffet J. Twelve tips for “flipping” the classroom.
Marium Iqbal learners in critical thinking and Med Teach.2015;37(4):331-6
problem-solving exercises 2. Sharma N, lauCS, Doherty I, Harbutt D. How we
flipped the medical classroom. Med Teach. 2015;
37(4):327-30.
Small group learning- PBL • Conduct effective PBL sessions 1. Edmunds, S., & Brown, G. (2010). Effective small
Asma Basharat group learning: AMEE Guide No. 48. Medical
teacher, 32(9), 715-726.
Small group learning- CBL • Conduct effective CBL sessions 1. Edmunds, S., & Brown, G. (2010). Effective small
Rooha Sultan group learning: AMEE Guide No. 48. Medical
teacher, 32(9), 715-726.
Effective feedback • Provide effective feedback to 1. Ramani S, Krackove SK. Twelve tips for giving
Marium Iqbal their learners feedback effectively in the clinical environment.
Med Teach. 2012;34(10):787-91.
4 Artificial intelligence • Use AI effectively to engage Persona probing and AI- assisted power point
Junaid Lakhani/Marium Iqbal students in teaching sessions presentations
Reflective writing • Use a framework to teach 1. A guide to reflective writing practice. A fact sheet.
Asma Basharat reflective writing The 5 Rs of reflection
E-learning/Online • Apply the basic principles to 1. Chapter 15: Independent learning and Distance
education/Distance learning Online teaching and learning. Education, A Practical Guide for Medical Teachers,
Junaid Lakhani 6th edition, (317-334)
• Deliver/conduct effective 2. Ruiz JG, Mintzer MJ, Leipzig RM. The impact of E-
teaching sessions using online learning in medical education. Acad Med. 2006
media Mar;81(3):207-12. doi: 10.1097/00001888-
200603000-00002. PMID: 16501260.
Teaching and Learning • Select appropriate teaching and 3. O’ Sullivan H, Van Mook W, Fewtrell R. Wass V.
professionalism and ethics learning methodologies/ Integrating professionalism into the curriculum:
Dr. Shahid Shamim (Guest strategies for teaching AMEE Guide No.61. Med Teach.2012; 34(2) e64-77.
faculty)
professionalism and ethics to
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undergraduate HPE students
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5 Teaching psychomotor skills • Teach effectively in the clinical 1. Wolpaw TM, Wolpaw DR, Papp KK. SNAPPS: a
Atif Mahmood environment using learner- learner-centered model for outpatient education.
centered models Acad Med.2003 Sep;78(9):893-8.
• Compare different models for 2. Khadjooi K, Rostami K, Ishaq S. How to use Gagne’s
teaching psychomotor skills model of instructional design in teaching
psychomotor skills. Gastroenterlogy and Hepatology
from bed to bench. 2011; 4(3):116. .
Simulation-based education • Apply the concepts of SBE to 1. Simulation in health care education: A best
Kinza/Atif Mahmood make learning more relevant evidence practical guide. AMEE Guide No.82.
and risk-free
ONLINE DISCUSSION ON GOOGLE CLASSROOM
Online discussions Utilize online discussions 1. Fereshte Goshtasbpour, Bronwen J. Swinnerton &
Marium Iqbal effectively to complement James D. Pickering (2022) Twelve tips for engaging
classroom teaching and promote learners in online discussions, Medical Teacher,
critical thinking 44:3, 244-248, DOI:
10.1080/0142159X.2021.1898571
Team based learning Apply the concepts of TBL to 1. Gullo C, Ha TC, Cook. Twelve tips for facilitating
Marium Iqbal engage students in collaborative team-based learning. Med Teach. 2015;37(9):819-
work 24
2. Parmelee D, Michaelson LK, Cook S, Hudes PD.
Team-based learning: a practical guide: AMEE guide
no.65. Medical teacher. 2012 1;34(5):e275-87
PLAN FOR CONTACT SESSION
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Time Day 1 Day 2 Day 3 Day 4 Day 5 Day 6
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09:00 09:15 Introduction to Lesson Flipped Artificial Teaching OFF
CHPE and Planning (MI) classroom (MI) Intelligence psychomotor skills
faculty (AM) (JL/MI) (AM)
09:15 09:30 Introduction to
participants
and study
guide (MI)
09:30 09:45 Basic concepts MEDICARE
in medical CAMPUS
education Continuous
(AM) assessment-
7 min lectures
09:45 10:00 by each
10:00 10:15 Learning Reflective participant
10:15 10:30 theories (RS) Small group writing (AB)
learning (PBL)
(AB)
10:30 10:45 BREAK BREAK BREAK BREAK BREAK BREAK
10:45 11:00 Learning Lesson Small group Online Simulation based Continuous
theories (RS) Planning (MI) learning (PBL) education (JL) education (AM/K) assessment-
11:00 11:15 Developing (AB) 7 min lectures
11:15 11:30 Educational by each
11:30 11:45 Objectives (MI) Small group participant
11:45 12:00 learning (CBL) Details of end-of-
12:00 12:15 Interactive (RS) Teaching module
12:15 12:30 lectures (MI) Effective professionalism assignment (MI)
12:30 12:45 power point Feedback (MI) and ethics (SS) JUMMA PRAYERS
12:45 01:00 presentation
01:00 01:15 (JL) OFF
01:15 01:30 Re-Cap Re-Cap Re-Cap Re-Cap
SS=Dr. Shahid AM=Dr. Atif JL= Dr. Junaid MI=Dr. Marium AB= Dr. Asma RS= Dr. Rooha
Shamim Mahmood Lakhani Iqbal Basharat Sultan
PLAN FOR ONLINE SESSION
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Online discussions Team-based learning
Deadlines for contribution 15th December, 2025 15th December, 2025
All participants are advised to join Google classroom (GCR) as soon as the code is shared. The reading material and activities will
be made available on GCR.
EDUCATIONAL STRATEGIES
The module will be a rich blend of the following strategies:
1. Interactive sessions
2. Facilitator-led discussions
3. Individual task and group work
4. Individual presentations
5. Role plays
6. Online discussions
7. Home assignments
8. Self-study (pre-reading) and Self-assessment tests
ASSESSMENT
Each module carries 20% weightage of the whole CHPE program. For the T/L module, the break-up of the assessment is as follows:
5% for in-class lecture demonstration + in-class feedback (continuous assessment); 15% end-of module assignment; Total 20%.
EXPECTATIONS FOR THE IN-CLASS LECTURE DEMONSTRATION (7 Minutes) – 5%
Each participant is required to:
a. Develop a lesson plan (Gagne’s model) for an interactive lecture,
b. Followed by a power point presentation of the same based on the principles of effective power point presentation
c. Deliver an interactive lecture following the above lesson plan and power point presentation.
USEFUL TIP
Use at least one interactive strategy (learnt during the interactive session or otherwise), other than questioning
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EXPECTATIONS FOR END-OF-MODULE ASSIGNMENT - 15%
Each participant is required to:
a. Choose a topic / area of teaching.
b. Develop SMART objectives for that topic.
c. Select an appropriate instructional methodology from the following (case-based learning, tutorial, flipped classroom, demonstration
of procedural skill etc.) with justification. Relate it to the theoretical underpinnings (learning theory) that applies to your instructional
methodology, with justification.
d. Develop a lesson plan for the teaching. (Mention the model of lesson plan used).
e. Identify challenges that you may encounter during teaching.
f. Describe how these challenges will be addressed.
g. Support your statements with references.
USEFUL TIPS
a. The assignment must not exceed 500 words excluding the lesson plan, appendices and references.
b. The recommended font is Calibri, size 12 for the body of text and size 14 for the headings. Double line spacing and numbering of pages
at the bottom center is recommended.
DEADLINES FOR END-OF-MODULE ASSIGNMENT
Each participant is required to submit the first draft of the end-of-module assignment latest by December 1st, 2025. The feedback on this draft
will be received in due course of time. After incorporation of feedback, the final draft must be submitted latest by December 29th , 2025.
Submissions will be made on chpe@[Link]
NAMING THE ASSIGNMENT FILES:
Kindly name your assignment files as shown below:
Participant’s name - Topic - First draft OR Participant’s name - Topic - Final draft
e.g. Marium Iqbal - Caries - First draft OR Marium Iqbal - Caries - Final draft
IMPORTANT DATES:
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17th November, 2025- Monday Commencement of 1st module
21st November, 2025- Friday Last date of 1st module
01st December, 2025- Monday Submission of first draft of end-of-
module assignment
29th December, 2025- Monday Submission of final draft of end-of-
module assignment
26th January, 2026- Monday Results announcement
LAST DATE OF SUBMISSION OF END-OF-MODULE ASSIGNMENT: 29th December, 2025
(Deadline will NOT be extended.) Please submit to chpe@[Link]