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Leading in a Knowledge Society: A Teachers Journey into Medical Education

Leading in a Knowledge Society: A Teachers Journey into Medical Education. Zahra Punja Knowledge Building Summer Institute 2010 Ontario Institute for Studies in Education University of Toronto. Narrative is…. Both phenomenon and method Is the structured quality of experience to be studied

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Leading in a Knowledge Society: A Teachers Journey into Medical Education

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  1. Leading in a Knowledge Society:A Teachers Journey into Medical Education Zahra Punja Knowledge Building Summer Institute 2010 Ontario Institute for Studies in Education University of Toronto

  2. Narrative is…. • Both phenomenon and method • Is the structured quality of experience to be studied • No beginning, no end. [It is] all middle… • Sequence of events which actually occurred • Peer in narrative research asked me to write my story

  3. The Landscape of Tanzania, East Africa: My Parents Birthplace

  4. Growing up in Scarborough: Our Home for the past 35 years

  5. What is a Knowledge Society? • Where everyone has an equal opportunity to get educated regardless of background • Where innovation and creativity is highly praised and cultivated • How? We must become Knowledge Workers (Peter Drucker) or better yet, Knowledge Builders in order to partake in the Knowledge Society we live.

  6. Went to Africa to see the Wildlife

  7. Institutions of the AKDN in Kenya 1994 Ismaili Jamatkhana Nairobi Aga Khan University Hospital Nairobi Aga Khan Academy Nairobi Ismaili Jamatkhana Mombasa

  8. Trip to Pakistan in 1994 Muree Hills Aga Khan University Aga Khan School Garden Ismaili Jamatkhana Karadar

  9. Trip to Hunza Pakistan 1995 Aga Khan Academy Karimabad Young Professionals I travelled with Aga Khan School Sherquilla Aga Khan School Gilgit

  10. Teaching Science to At-Risk Youth at TDSB in 1998

  11. Work at AKU-IED in 1999 Prof Gordon MacLeod and Prof Robert Baker reviewing our work Aga Khan University- Institute for Educational Development IT team at AKU-IED AKU-IED Professional Development Center North, Gilgit

  12. TA Training in Human Anatomy at McGill University • Supervised by Anatomy Advisory Chair • Objective of the TA Guide was to Gain experience in medical education • Learned all about the field of pre-clinical medical education • Became acquainted with big names in the field like Yvonne Steinhart, Vimla Patel and others

  13. Yale University’s Department of Internal Medicine • Supervised by Program Director • Becoming familiar with the main pedagogies of Medical Education: • Problem Based Learning • Evidence-based Medicine • Bedside Teaching

  14. Knowledge Building at University of Toronto’s Faculty of Medicine • Attempted design experiments in medical education at UofT • Undergraduate • Graduate – ObGyn and Family Medicine • Psychiatry CME • Studied the variances in the delivery of PBL • Students identified correct answers despite working with ambiguity, complexity and messiness.

  15. The Difference Knowledge Building Pedagogy and Technology Made to PBL • Movement away from: • Teacher guided interactions • Giving selective information so students always figure out right answer or think there is only one answer • Time-limited driven discussions • One-person only at-a-time discussions • Movement towards: • Collaboration • Collective problem solving • Complexity and uncertainty seen positively

  16. Northern Ontario School of Medicine NOSM East in Sudbury Bearskin Airlines to travel in the North Landscape of the North Sweat Lodge in Thunder Bay

  17. Canadian Memorial Chiropractic College

  18. Moodle at CMCC

  19. Royal College of Physicians and Surgeons of Canada

  20. Doing my “Time and Knowledge” Service in the AKDN

  21. Recommendations: Volunteering Overseas and Locally • Volunteer in different parts of the world • Exposure to new cultures and customs • Exposure to international NGO’s and their work • Solves the problem when there is no money for new ideas or ideas have not been proven to cause success yet • Get’s your name out in the field when paid opportunities emerge • Get experience with the ideas affecting the profession

  22. Conclusion • Leading in the knowledge society means becoming a knowledge builder. • Knowledge building should be taught to all learners in every discipline at any point in their life. • Knowledge Building theory and pedagogy holds great merit. • It is something the individual (personal knowledge) and society (community knowledge) can benefit from.

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