The Program
Zamboanga Medical School Foundation Curriculum
Master of Public Health
Master in Health Proffessions Education (MHPed)
PBL Curriculum

Teaching Modules
Tutorial Approach
Bleeding
Module on Child Neglect
Edema
Hematochezia

 

Programs
Master in Health Proffessions Education (MHPed)

Specific Learning Objectives

At the end of the course, the graduate must be able to
1. Formulate an administrative plan for a medical school
2. Design a medical curriculum that will promote health development in the Philippines
3. Design an in-campus program of instruction that will enable medical students achieve competencies of a
3.1. Health problem solver
3.2. Physician teacher ( Public health educator)
3.3. Physician Learner
3.4. Physician Manager
3.5. Physician Researcher

4. Design an off campus program of instruction for
4.1. Primary Health care approach
4.2. Community health management

5. Formulate a plan for assessing and evaluating students learning in the
areas of :
5.1. Cognitive Knowledge
5.2. Problem solving skills
5.3. Attitude
5.4. Psychomotor skills

6. Complete a research thesis project in medical education
7. Design a Problem based learning program
8. Facilitate problem based learning sessions

COURSE OUTLINE
MASTER OF HEALTH SCIENCE EDUCATION

MODULES
1. Understanding organizational behavior in Health education

A. The educator as a leader
Concepts of leadership and Management
Setting personal goals and priorities
Time management
System Management and supervision,
Evaluation of personnel
Planning strategies and operationalization
Management of Change

B. Institutional Administration
Organizational issues governing and enabling operation of an
educational institution for health professions, Institutional policies
for admission, evaluation, promotion of students and faculty
Organizational Models and alternatives

2. Curriculum Development

A. The learning Environment
Principles of Adult learning
Role of Teacher/facilitators in adult learning
Different teaching modes

B. Course Design
Scope and content of courses
Principles of organization of a course
Developing Instructional Objectives
Matching Evaluation to objectives
Preparation of Instructional materials

C. Alternative Educational Mode
Instructional Methods for alternative learning
Methods of Distance Education
Individualized learning
Self Directed Learning

3. Assessments and Evaluation

Evaluation of students
Evaluation of Programs and institution
Evaluation of facilitators/ preceptors

4. Teaching Techniques

Large group session
Small group sessions
Bedside approaches
Use of Audio, visual aids and other learning resources

5. Introduction to Research and Statistics

Research methodology
Critical analysis of research papers
Statistic tools in research


Guidelines
1. No comprehensive examination is required for the Masteral degree
2. Maximum duration to complete Masteral degree
- 6 years
- counting starts from the first enrollment

DIPLOMA IN MEDICAL EDUCATION
This will be granted to a student who has satisfactorily completed all the modules listed under the masteral program except the thesis/project within a maximum period of five (5) years.

SHORT COURSES IN MEDICAL EDUCATION
This shall be formulated depending on the need of prospective students wanting to take just a particular module for self enrichment.

Requirements for Admission
1. MD degree with transcript of records and Philippine Board of Medicine licensure certificate.
2. Application letter with bio-data and two recent pictures 2 x 2 size
3. Acceptance by the Admission committee


COURSE DESCRIPTION OF MODULES

Module 1: Institutional Administration Organizational issues governing and enabling operation of an educational institution for health professions

At some stage in their careers, all faculty members organizes courses or parts of courses, or they are in overall charge of some teaching sessions. Almost all faculty sooner or later become members of some committee or more likely several committees. While many become committee chairmen, some eventually become heads of departments and a few become deans. They carry out organization duties within the economy of their busy time, resources of the institution, willing cooperation of colleagues and are expected to bring out optimal results. However, the route to achieve this responsibility starts with ideas about people in organization because much of these ideas are applicable to every level of management from the Deans office to that of the individual instructor. Application of these ideas will help the medical professionals in their task of providing leadership to the health education institutions. This module provides students the basic principles on planning, organizing, reviewing and leading a medical educational system.

Content
The educator as a leader and Manager
Concepts of leadership and Management
Time management
System Management and supervision,
Management of Change
Institutional policies for student admission, evaluation, and promotion of faculty
Institutional review

Module 2: Curriculum Development

The need for faculty to become knowledgeable in this very important area of educational planning is still with us, now perhaps more than ever. This module addresses itself to faculty members who are involved in the design, implementation, evaluation and or modification of a curriculum to a professional qualification or degree in health sciences. In a system characterized by a rapidly changing culture, and values of health, it is not enough to provide faculty involved in curricular development simply with a ready made plan to be followed. Instead, it is necessary that the basis for planning be made known and be understood to permit a wider application to different situations. This module provides orientation for the novice and serves as well a rich reference for the veteran in which curriculum planning can be made more responsive to the changing needs of students , faculty and society.

Content
Curriculum /Course Design
Developing Instructional Objectives
Preparation of Instructional materials
Integration of Social Sciences in Medicine


Module 3: Organizational Models and alternatives in Medical Education

Most health professional educators have not been educated in pedagogy. Many, if not most, were simply selected on the basis of criteria other than preparation for teaching, or that they have simply demonstrated excellence in a teaching modality that reflects the best available method of learning. On the other hand, the practice of medicine has become increasingly complex. Given the exponential growth of medical information and required clinical skills for graduates while acknowledging that the roles and functions of graduate doctors will have to vary according to their future patient care settings, medical faculty is given the gargantuan task of determining how best to "educate" current students.

In this module, the students will review the process of adult learning while creating a teaching strategy which has the quality of form, principle, harmony, steadiness and responsiveness to the changing needs of students, faculty and society. A review of the existing paradigmatic shift of medical education and its philosophical underpinnings will form a bulk of this module. Likewise included is the process of evaluating students in alternative curriculum.

Content
Principles of Adult learning
Role of Teacher/facilitators in adult learning
Alternative Educational Mode
Instructional Methods for alternative learning
Methods of Distance Education
Individualized learning
Self Directed Learning
Teaching Techniques
Large group session
Small group sessions
Bedside approaches
Problem Based Learning
Competency based Learning
Community Oriented Medical Education


Module 4: Assessments and Evaluation

The science of educational measurements commonly known as testing has its roots in antiquity but has undergone rapid advances in the 20th century to become a unified field. Much of its accelerated development were brought about by advances in the sciences of psychology, statistics, mathematical theories, test theory, and by the technology of microcomputer and optical readers. Currently, educational measurements is still undergoing a more rapid development and change, bringing unprecedented but exciting possibilities and challenges in the field of education.

The main challenge for academic staff is and still remains to be the development of assessments methods for students which are reliable and valid indices of competence within the context of the educational program objectives. To do this, teachers must be knowledgeable and skilled at developing examinations and interpreting the results. This module reviews the various existing assessment procedures. It reviews test constructions that are aimed to pitch the highest cognitive level that are expected from the students including marking and item analysis. Upon completion of this module, the students shall be able to:

1. Explain the purpose of assessments
2. Explain the basic principles of educational measurements
3. Develop a test blueprint
4. Develop quality test questions items
5. Select the evaluation format that matches the attributes being assessed
6. Evaluate the quality of an examination
7. Interpret and report examination results
8. Recommend curricular changes on the basis of the data collected


Content
Assessment Methods for
Evaluation of students
Evaluation of Programs and institution
Evaluation of facilitators/ preceptors
Writing of instructional objectives
Matching Evaluation to objectives


Module 5: Introduction to Research and Statistics

Most courses in statistics are offered on the assumption that the only way to understand this area of discipline is to plunge up into the nitty-gritty details. At some level that is probably legitimate. But the aim of this module is not to make a statisticians out of the students, but to provide them with basic tools that will enable them to understand what researchers are doing and may even be able to tell when they're doing it wrong. The aim is to help student understand enough to approach statistical analysis, to gain an underlying concept, thus making them more critical consumers of scientific literature. This approach is based on the assumption that all that work is not necessary to have an in-depth understanding of an area of discipline. . It is certainly an important goal to understand the jargon of statistics and in most cases once the students get beyond the language things get a bit simpler. But jargon can be an impediment to learning. It is hoped that students in this course will simply acquire the basic tool that will propel them to do their own research projects or thesis in the near future.

Content
Research methodology
Critical analysis of research papers
Statistic tools in research


Module 6 : Thesis/Research Project

As part of the requirements to complete the program of the Masters in Medical education, a research thesis on any area of health education has to be completed by the students, accepted and approved by the Thesis committee of the Graduate School of the Ateneo de Zamboanga. The Guidelines in the conduct of this endeavor as set out by the Graduate School will be adhered.

 

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Ateneo de Zamboanga University
La Purisima Street, Zamboanga City 7000 Philippines