Course Title: Post graduate certificate; Essential Skills in Health Professions Education
1. Faculty of health and medical sciences i.e. medical doctors, dentists, physical therapists, pharmacists, nurses of all level.
2. Statement of intent.
Credit Hours: 08 (5 credit hours for 02 Contact Sessions and 3 credit hours for assignments)
Total duration and Format: 6 months (24 weeks, including contact sessions, assignments and comprehensive examination).
It is a blended learning course, comprised of contact sessions and Online / E. learning through Riphah learning platform Moodle (Moellim).
There will be 01week for pre-reading (self-study), followed by two campus based intensive face to face contact sessions in between the duration of 6 months. Each contact session consists of 01-week (05 days) duration at the institution, which will be further followed by workplace-based assignments/projects (Total 04, 01 credit hour of each assignment) through Online / E. learning platform Moellim (15 weeks). There will be a summative examination on 24th week of 6 months (Theory Paper).
There will be a gap of 3 months between two contact sessions.
Student will also physically appear for the end of certificate examination as well.
Rationale for the course (Strong Points of the Course):
Due to the advancement and development of innovative educational strategies, integrated curriculum, assessment methodologies, with implementation of ELearning environment and technology zenith in medical & allied health, the health professionals require to be acquainting with all these innovations and demonstrate essential skills & competencies as a teacher, educational scholar and leader. The review of literature shows that up till now, diverse and myriad faculty development programs have been planned, designed, implemented and evaluated by the institutions and offered to health professionals to improve their knowledge and skills in areas of teaching, research, and administration and help to successfully demonstrate their roles at all level of the educational continuum.
Faculty development has become an increasingly important component of medical education and it has a critical role to play in promoting academic excellence and innovations (Dent, J.A., and Harden, R.M. (2005). If we want to achieve excellence in healthcare education, then we need to develop educational leaders and promote scholarship of teaching.
This means that training of health professionals requires high standards of education at par with the realities of the practical world. Along with the expansion of health profession education as a need, a reform in health professions education is taking place all over the world e.g. curriculum integration, implementation of PBL/CBL, use of simulator in teaching, virtual patients, OSCE/OSPE as an assessment tools etc.
This course is designed keeping in mind the basic requirements for a health professionals / teacher so that they can demonstrate the competencies of an effective teacher at advance level.
The course is endeavors to train health professionals/teachers in basics concepts and principles of health medical education along with its application at workplace so that they can demonstrate basic competencies of an effective teacher.
|Assessment Policy: 1: Formative assessment: Throughout the contact session, constructive feedback will be provided to the learners about their progress by the teachers & peers.Formative assessment is used to monitor learning progress during instruction. Effective feedback is central to the process of formative assessment. Its purpose is to provide continuous feedback to both student and the teacher concerning learning successes and failures. Feedback to students provides reinforcement of successful learning and identifies the specific learning errors and misconceptions that need correction. Feedback to the teacher provides information for modifying instruction. Because formative assessment is directed toward improving learning and instruction, and results typically are not used for assigning course grades (Norman L Gronlund). In general, formative assessment should be ongoing, frequent, and non-judgmental and carried out in informal settings. Formative assessment can play major role in the acquisition of lifelong learning skills by helping students self-regulate their learning activities.
2: Summative assessment (Assessment modalities):
|For Knowledge: The students will be assessed through:
Assignments (03) related to major/important themes will be submitted by each student, its weightage will be 50 % towards the aggregate.
End of Certificate exam- Structured Essay Questions: Weightage will be 40%
|For Skill and attitude:
There will be assessment on the ongoing small group activities, attendance and attitude of each student during the contact session. These activities will be recorded through assessment Performa based on checklists, rating scales and video recording or direct observation of their teaching sessions followed by reflection of the participants and constructive feedback by the peers and teachers. Weightage: 10 %
Pass criteria: A student must attain 60% marks in aggregate.
Grades: 59% and below = Fail, Extra assignments may be given to pass (remediation).
60-69 % = Fair- B, grade
70-79 % = Good- A, grade
80 % and above=Excellent -A+ grade
|Area to be assessed
|Continuous assessment: Attendance, presentations, group work, during contact sessions
|End of certificate exam
Course Sequencing, Time Planning and TOS
|Theme # 1
|Theme # 2
|Theme # 3
|Theme # 4
|Theme # 5
|Submission of Assignments
|Educational environment & students (01 Credit Hour)
|Teaching and Learning + PBLMoellim(02 Credit Hour)
|Curriculum: structural concepts and development (02 Credit Hour)
|Assessment (02 Credit Hour)
|Program Evaluation (01 Credit Hour)
|CS 1 Total Time
|CS 1I Total Time
IIMC provides a rich environment for cutting edge research in Basic Medical Sciences, Clinical SpecialtiesMedical Education, and Cross-Disciplinary research with Bio-Medical Engineering, Information Technology, Rehabilitation, and Pharmaceutics. The research Journal of IIMC provides yet another platform for exploring new horizons in basic and clinical subjects.
IIMC has state-of-the-art research labs and equipment for observation and practical research work at both undergraduate and postgraduate levels. Besides this, more than 50,000 e-books and 2,500 journals in the field of medical education are available on our information portal.
Islamic International Medical College. Al-Mizan IIMCT Complex, Old Supreme Court Building, 274 – Peshawar Road, Rawalpindi
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ENTRY TO BS MEDIA SCIENCES