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Steps to Design CBC

Steps to Design CBC. Educational Strategy and Approaches – Best Evidence Medical Education. Learning in context Learning to solve patient problems Patient-Centred, Project-Based and Problem-Based Integration and Multidisciplinary Approach (Horizontal and Vertical; Z shape)

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Steps to Design CBC

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  1. Steps to Design CBC

  2. Educational Strategy and Approaches – Best Evidence Medical Education • Learning in context • Learning to solve patient problems • Patient-Centred, Project-Based and Problem-Based • Integration and Multidisciplinary Approach (Horizontal and Vertical; Z shape) • Collaborative Learning • Progression towards Outcome • Assessment drives students’ learning

  3. Expertise research Networks Organizing memory Context information Information retrieval Pattern recognition

  4. Expertise research Clinical Reasoning Skills Advanced (Expert) Beginner (Novice) Novice Expert

  5. C ontextual C onstructive C ollaborative What it needs to become….

  6. How? Authentic assessment C ontextual Real life projects C onstructive Increasing complexity C ollaborative More authentic problems

  7. C ontextual C onstructive C ollaborative How? Portfolio assessment; self/peer assessment More demand driven Increasing independent learning Less direction

  8. C ontextual C onstructive C ollaborative How? Learning task = assessment; include group work in assessment More ICT support Group assignments Smaller groups

  9. Progression towards OutcomeSpiral Curriculum Competencies • Increased breadth • Increased utility • Increased difficulty • Increased proficiency Th 5 Th 4 Th 3 Th 2 Th 1 Competencies

  10. Learning in Context Disease/Disorder Spectrum: Acute, Chronic, Emergency, Pregnancy Age Spectrum: Newborn-Geriatric Doctor-Patients Encounters Problems Spectrum: Clinical Behavioural Environmental Setting Spectrum: Individual, family, community

  11. Steps to design the Competency-based Curriculum Area of Competence Primary Care Physicians Decided At the National Level Competency Components Learning Outcome Level of Achievement Decided at the Faculty Level Skills Knowledge Attitude Decided at the Faculty Level

  12. Steps to design the Competency-based Curriculum Learning Outcomes are distributed into phases/year in line with level of achievement Identification of Year Themes Identification of Block Themes and Distribution into Blocks Blue Print Blocks

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