Educational Program, Learning

Strategies and Methods at

FOM/SU

Presented by
Hosam Hefny │MD│PhD│EBFM│MRCGP
Faculty of Medicine, Suez University
Building an educational system that leads to the
preparation of a competent doctor capable of
meeting the full health needs of the individual
and community at the local and international
levels.
 The undergraduate Medical Education
program at FOM/SU is 5+2 years duration,
student centered, self directed, problem
oriented, community oriented,
Community Based Education (CBE)&
Competency Based Medical Education
(CBME) program.
 Why curriculum change?

• To fulfills society’s needs

• To respond to global change or government pressure.
• WHO recommendations 2006.
• The approach to health-care delivery has changed.
• Development of information technology.
• The pattern of disease is different.
• To eliminate unnecessary units, teaching methods and contents.
• To introduce latest and update methods of learning and content, new
knowledge and practices.
• To add or delete number of clinical hours of instruction
 Competency-Based Medical Education
(CBME)

It is an outcome-based approach to the design, implementation,

assessment and evaluation of a medical education program using an
organizing framework of competencies which derived from an
analysis of community and patients needs.

Where competency is defined as an observable ability of a health

professional, integrating multiple components such as knowledge,
skills, values and attitudes to do something successfully and
efficiently.
(The International CBME Collaborators, 2009& 2010)
 Active learning
→ It is providing opportunities for
students to meaningfully talk
and listen, write, read, and
reflect on the content, ideas,
issues, and concerns of an
academic subject.
Student centered
learning (SCL)
 Vertically integrated
curriculum
→ The curriculum has been designed in such a
way that clinical exposure starts early for the
learners. The clerkship phase has inclusion
of basic sciences for strengthening the
underlying concepts.
 Self-directed learning
(SDL)
→ Students should take initiative
and responsibility of their own
learning. They should have some
control of the speed and
resources which they want to
use to learn optimally.
 Life-long learning (LLL)

→ As opposed to a traditional
institute, the Faculty of
Medicine views learning as a
process which never ends.
→ It is a journey which would
stimulate the learner to seek
further knowledge and
expertise.
 Professional behavior
→ The Faculty of Medicine is not just
about helping students gain
knowledge. The Faculty actively
encourages the development of
interpersonal skills and professional
etiquettes in line with cultural
norms, national expectations and
international standards.
 Evidence Based
Medicine (EBM)
→ Integration of the best
research evidence, our
clinical expertise and our
patient unique values and
circumstances.
Community Oriented Medical
Education (COME) and
Community Based Education
(CBE)
 Traditional Vs CBME
CBME Traditional Medical Education

Outcome-based Structured-based (discipline-based)

Student centered Teacher centered

De-emphasizes Time based learning Emphasizes Time based learning

Formative assessment Summative assessment

Feedback is process of training Little opportunity for feedback

Learning focuses on attitude and skill (knowledge Teaching focuses on knowledge

application) (knowledge acquisition)

Assessment tools are authentic (real professional Assessment tools are mostly
tasks) for defined desired competency subjective
 Educational Strategies (SPICES Model)

Student-centred Teacher centred

Problem-based Information gathering
Integrated Discipline-based
Community-based Hospital-based
Electives Uniform
Systematic
Opportunistic
• FOM/SU follows a system of integration between basic
sciences and clinical sciences, up to the eleventh level on the
Harden scale.

• To achieve this, we follows the following strategies:

 Community-oriented (COME) and community-based
education (CBE)
 Problem-based learning (PBL)
 Integration of basic sciences and clinical sciences
 Student-centered learning (SCL)
 Self-directed learning (SDL)
 Comprehensive assessment
 Evidence-Based Medicine (EBM)
 Lifelong learning (LLL)
Active learning methods
There is interaction between teacher as facilitator and learner and / or among learners themselves.
Such methods include:

 Problem solving learning  Skills lab sessions

 Small group discussions  Field Training activities
 Interactive lectures at PHC centers

 Flipped classroom  Case Based Discussion

(CBD)
 Team based learning
 Discussions around
 Students’ portfolio
cases seen in hospitals
 Scientific Seminars and
 Group work in research
Students’ Conferences
project
Interactive lecturing
 Problem Based
Learning (PBL)
Learning strategy (problem solving is a
learning method) which students first
encounter a problem followed by
student centered inquiry process then
reporting back and integrating new
knowledge.
 What exactly
is PBL?
Howard Barrows (1960) describes PBL in the following terms:

1. Student-centered;
2. Small groups, usually 6-10 students;
3. Facilitators or tutors guide students rather than teach;
4. A specific problem serves as the focus of the group and
stimulates learning;
5. The problem is a vehicle for the development of problem-
solving skills, thereby stimulating the cognitive processes;
and
6. New knowledge is obtained through Self-Directed
Learning (SDL).
 How does PBL work?
Stage one: (The 1st tutorial) ---inside the classroom
→ Case presentation
→ Identify and summarize problem
→ Brainstorming
→ Generating an enquiry strategy
→ Define learning objectives
→ Constructive feedback

Stage two: (Independent study) ---outside the classroom

→ Student works individually or in small group (read articles or books, follow practical or
attend lectures to gain the required knowledge)

Stage three:(The 2nd tutorial) ---inside the classroom

→ Reporting back
→ Integrating new knowledge
 Definition of feedback
• Agreed standards of behavior& performance and
two-way descriptive, non-judgmental
communication between two or more parties with
purpose providing information about quality of
work (what has gone right as well as what has
gone wrong) to enhance one's ability.
Benefits of constructive feedback
• Change behavior towards positivity
• Increase self-awareness
• Encourages and supports development
• Suggests corrective measures
• Provides meaningful direction on the basis of logic
• Turns criticism into constructive
Characteristics of constructive feedback

It must be :
• Descriptive • Motivating
• Timely • Action oriented
• Honest • Solution oriented
• Useful • Strictly confidential
• Respectful • Trust
• Clear issue • Collaborative
• Specific • Informative
• supportive
 Why PBL?
1- Increased retention of knowledge (by activation prior knowledge,
elaboration newly acquired knowledge by small group discussion).

2- Integration basic science knowledge into solution of clinical problem.

3- Enhanced student intrinsic motivation in the subject matter.

4- PBL provides self-directed learning skill and that is called "learn to

learn" so they can make their relevant to their own educational need.

5- PBL promotes lifelong learning, open inquiry, teamwork, problem

solving, critical thinking, reflective thinking, leadership and management
skills.
 What exactly is TBL?

• The term and concept was first popularized by Larry

Michaelsen in 1970.

• It is an active collaborative learning strategy that

provides students with opportunities to apply
conceptual knowledge through a sequences of events
that includes individual work, teamwork and
immediate feedback.
 How does TBL works?
It consists of six essential components, with an
optional last stage called peer evaluation:

→ Individual pre-work (preparation)

→ Individual Readiness Assurance Test (IRAT)
→ Team Readiness Assurance Test (TRAT)
→ Clarification session
→ Application focused-exercises
→ Appeal
How does TBL work?
 Why TBL?

→ Students are accountable for their pre-

learning and teamwork.

→ Immediate feedback

→ Solving authentic problems

(relevance)

→ Engagement with course content

→ Learning to work collaboratively

 The Flipped
Classroom
→ The flipped or inverted classroom is a
form of blended learning in which
“events that have traditionally taken
place inside the classroom now take
place outside the classroom and vice
versa”

(Lage et al., as cited in Bishop and

Verlager, 2013).
 Traditional vs. Flipped
Classroom
→ Traditional → Flipped
Activity Time Activity Time

Go over previous night’s 20 min Q&A time on video 15 min

homework

Lecture new content 45 min Guided and independent 75 min

practice and/or lab activity
Guided and 25 min
independent practice
and/or lab activity
 Field Training at PHC centers

• It is a form of the educational process aimed at introducing the

student to the real problems of the community (within the
community), with all its health, social and environmental
dimensions.
• Students are trained in PHC centers affiliated to the FOM/SU
and the MOH from the first year.
• During the training period, the student discusses clinical cases
related to the educational module and deals with them in a
problem-solving manner.
 Field Training at PHC centers

• It gives the student an opportunity to get to know the

environment surrounding the patients and their societies
with all its circumstances, customs and traditions in order to
be able to link these variables and try to reach the impact of
each on the health of the individual, family, and community.
• It gives the student an opportunity to learn about health
care delivery systems and outlets in the community.
 Clinical Skills Lab

• Students are trained from the first year in the clinical skills
lab on plastic models or on their colleagues so that the
student finishes training on all the clinical skills necessary for
the graduate by the end of the fourth semester.
• These skills are linked to the educational module that the
student studies in each semester.
 Organizational Structure
 Dean of the Faculty
 Vice dean for Education and Student affairs
 Phase Coordinator
 Year Coordinator
 Module Coordinator