Learning in 21 stssttst century: Learning on line

Learning in 21Learning in 21Learning in 21Learning in 21stststst century: century: century: century: Learning on lineLearning on lineLearning on lineLearning on line

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Do you know…….Do you know…….Do you know…….Do you know…….PSU aims to be a leader U. at teaching byPSU aims to be a leader U. at teaching byPSU aims to be a leader U. at teaching byPSU aims to be a leader U. at teaching by

• Introducing new technics in teaching workshop

•Hold a conference as a platform for teaching every year (1-2 December this year)

• Incorporate teaching competency in academic title promotion (Assist., Assoc., Professorship)

WE LEARN

10% of what we read

20% of what we hear

30% of what we see (photo)

50% of what we see and hear

70% of what we discuss

80% of what we experience

95% of what we teach others

What we used toWhat we used toWhat we used toWhat we used to What we have toWhat we have toWhat we have toWhat we have to

http://eigenwijsinonderwijs.blogspot.com/2014/12/21st-century-skills-1.html?view=timeslide

Teacher directed, memory focused

instruction

Student-centered, performance-

focused learning

Plenty of shallow knowledge Emphasize deep understanding

rather than shallow knowledge

Lockstep, prescribed-path

progression (Just follow my

instruction, no way out!!!)

Flexible progression with multiple-

path options

Limited media, single sense

stimulation

Media-rich, multi-sense stimulation



Knowledge from limited authoritative sources

Isolated work on invented exercises

Mastery of fixed content and

specified processes

Learner constructed knowledge

from multiple information sources

and experiences

Collaborative work on authentic

real world projects

Student engagement in definitive

design, and management project

(students learn best when actively

engaged in solving meaningful

problems)



Factual, literal thinking for

competence

In-school expertise, content and

activities

Stand alone communication and

information tools

Creative thinking for innovative and

original solutions

Global expertise, information and

learning experiences

Converging information and

learning experiences



Traditional literacy at

communication skills

Primary focus on school at local

community

Isolated assessment of learning

Digital literacy’s and

communication skills

Expanded focus including digital

global citizenship

Integrated assessment of learning

Level of learningLevel of learningLevel of learningLevel of learning

What is this? Knowledge

Which shape is a circle? Comprehension

Draw a circle under a triangle

Which shapes did I use to draw this

figure?

Application

Analysis

Create a new figure?????

Which figure is better? Why

Synthesis

Evaluation

It means that It means that It means that It means that student and teacher go togetherstudent and teacher go togetherstudent and teacher go togetherstudent and teacher go together…………

Teacher is at the front… just to Teacher is at the front… just to Teacher is at the front… just to Teacher is at the front… just to direct towards the destinationdirect towards the destinationdirect towards the destinationdirect towards the destination


URL: eedaiat.org

A lesson derived from Conference of Veterinary Education 2016

An on-line course:

EMERGING EMERGING EMERGING EMERGING AND EXOTIC DISEASES OF ANIMALSAND EXOTIC DISEASES OF ANIMALSAND EXOTIC DISEASES OF ANIMALSAND EXOTIC DISEASES OF ANIMALS

• A web based course

• developed between 2000-2002 by

• Iowa State University,

• the University of Georgia,

• the University of California, Davis and

• the United States Department of Agriculture (USDA).

• currently has been used at all United States veterinary schools and serves as the Initial Accreditation Training that must be completed as part of the USDA Accreditation process as well as used for continuing education.

Course compositionCourse compositionCourse compositionCourse composition

1. EEDA Lessons and Diseases

• very similar to the chapters in the companion text book

• There is a quiz for each Lesson and each of the 12 Disease Incursions.

2. Scenarios

• hypothetical case studies where students play the role of a veterinarian who is called out to investigate an illness. The students work through the case as a veterinarian would and learn about a variety of important animal diseases in the process. There is a quiz over each scenario.

3. Infectious Inquiries

• brief descriptions of clinical situations followed by several multiple choice questions. Each fact sheet has a differential diagnosis section as well.

Course compositionCourse compositionCourse compositionCourse composition

4. Supplemental Library

• The tables and charts provide a quick overview of the most important diseases. The library contains technical fact sheets for approximately 140 important diseases.

5. Veterinary Accreditation Lessons

• provide students with information about the purpose of veterinary accreditation and responsibilities of accredited veterinarians in the U.S. There is a quiz for each lesson, with the exception of the “Introduction to Veterinary Accreditation” lesson.

Interprofessional Education (IPE): for Humanized Patient Home Care:

A Collaboration of Faculty of Medicine,

Faculty of Pharmacy and Faculty of Architecture,

Urban design and Creative Arts, Mahasarakham University (MSU)

Chanuttha Ploylearmsang

Sirinart Tongsiri

Methee Piriyakarnnon Mahasarakham University (MSU), Thailand

Content • What MSU Interprofessional Education comes from?

• How to implement the IPE in 3 faculties, MSU?

• What are student’s competencies?

How to assess these competencies?

• What were results that we got from IPE?

What is Interprofessional Education (IPE) ? Interprofessional education involves educators and

learners from 2 or more health professions and their

foundational disciplines who jointly create and foster a

collaborative learning environment.

The goal of these efforts is to develop knowledge,

skills and attitudes that result in interprofessional team

behaviors and competence.

Ideally, interprofessional education is incorporated

throughout the entire curriculum in a vertically and horizontally integrated fashion.

Institute of Medicine Committee on the Health Professions Education Summit (2003)

Center for Advancement of Interprofessional Education (CAIPE) (2008)

Evolution of Interprofessional Education

The Mid 1980’s : The need for IPE has been recognized internationally

1987 : The Center for the Advancement of Interprofessional Professional Education (CAIPE) was established in UK

2003 : The Interprofessional Education for Collaborative

Patient-Centered Practice Initiative was begun by Health Canada

2003 : The Institute of Medicine (IOM), US “All health professionals

should be educated to deliver patient centered care as members of an interprofessional team”

2005-2008 : AACP convened a Council of Faculties Interprofessional Education Task Force

2007 : A survey (31 US Pharmacy schools)—47% no IPE

53% with IPE ----60% in Year 3 or Year 4 ----Only 25% in Year 1

July 2007 : The Accreditation Council for Pharmacy Education (ACPE)

created standards and guidelines that delineate the desire for IPE.

AJPE 2009; 73 (4) Article 59.

Interprofessional Education in MSU came from….

• Health Professional Educational Reform (HER)

Theme of 2016 “IPE towards Thai Health Team”

• Interprofessional Research and Practice (IPP)

• Community-based learning

(Generic learning Outcome of MSU)

• Patient –centered care

• Humanized care in community

Learning Outcome of 3 faculties, MSU

Interprofessional Research and Practice (IPP)

Home Modifications for People with Disabilities and Elderly: Recommendations from Policy to Practice

Sirinart Tongsiri ,MD PhD

Chanuttha Ploylearmsang, PhD

Katanyu Hawsuthisima

Mahasarakham University, Thailand

6 Journal of Health Systems Research Vol. 9 No. 4 October-December 2015, p 382-395. Published in

Need-------Trust-------Value

A Collaboration of 3 Faculties, MSU

Faculty of Pharmacy Faculty of Medicine Faculty of Architecture,

Urban design and Creative Arts

Expert in Medicines

and Health Promotion (be able to integrate knowledge

Into real practice in community

and adhere to professional ethics)

Family medicine and

Community medicine

for Humanized Medicine in community

Philosophy Philosophy Philosophy

MSU Philosophy: ―Public devotion is a virtue of the learned‖ A Place where Education Culture and Community meet

Public devotion with

Creativity is a virtue of the learned

How to implement IPE in 3 faculties, MSU

1. Administrative Initiative and Support

A formal meeting of 3 deans

after attending Health

Professional Educational

Reform (HER) Conference - IPE concept and

implementation

- Supportive policy

- Recommendation for

a working group (small and sharp)

Dean of Faculty of Medicine, Assoc.Prof.Suchat Areemit

Dean of Faculty of Architecture,

Urban Designs and Creative Arts

Asst.Prof.Poldej Chaowarat

Dean of Faculty of Pharmacy,

Asst.Prof.Junthip Kanjanasilp

2.Setting IPE Working group (small and sharp)

At first meeting, 6 persons

working group - A family medicine and rehabilitation

doctor

- 3 Pharmacists - 2 Architects

1. Learn IPE concept

2. Choose Courses

3. Identify Student

4. Set IPE Theme

Second meeting, 6 persons

working group - A family medicine and rehabilitation

doctor

- 3 Pharmacists - 2 Architects

1. Set IPE Plan and

Program (TQF3)

2. Initiate Student’s

Competencies

3. Set an assessment

Strategy

From Three Curricula to IPE activities

TQF 2 Medicine TQF2 Pharmacy TQF2 Architecture

MSU Philosophy: ―Public devotion is a virtue of the learned‖

TQF3 Family Medicine 1

TQF3 Public Health Pharmacy

TQF3 Introduction to

Urban Architecture & Environment

Curriculum

IPE Course

The 2nd year students

Week 11 Home visit 1-2 Week 12: Group Oral Presentation/ Reflection

Week 7: Activity-based Learning (Team building) Brief Lectures: INHOMESSS, Drug and Community and Universal design (UD) for patients in community

IPE activities (Week 7)

IPE activities (Week 11-12)

Student year

―INHOMESSS‖ theme (Set Competency & Assessment) IPE Theme

IPE Program

Score: 20% Score: 25% Score: 20%

Student’s Competencies (Outcomes)

and Assessment

Communication

Skills and Problem solving

Patient care

Plan and Goal Setting

Teamwork

Trust&

Respect (Attitude)

Leadership

Student’s Competencies (Outcomes) from IPE

INHOMESSS

and Humanized

Patient Home care

Support Facilitator

Theme of IPE: INHOMESSS concept

• It is a concept to assess the patient in 9 aspects

• Holistic approach of data gathering from patient

I = Immobility

N= Nutrition

H= Housing

O= Other people (Genogram)

M= Medication

E= Physical Examination

S= Spiritual health

S= Safety

S= Services (health services)

Brief Lectures

-INHOMESSS

-Drug and Community

-Universal Design

(UD) and case studies

Week 2: Capacity building/Strengthening the Working group with ―INHOMESSS concept‖

- Practice in the real situation (Home care visit)

- Discuss and Share idea…Plan for patients (Interprofessional practice)

- Reflect roles and responsibilities of each professional - Learn how to set the assessment strategy and tools for students

Timeline and How to assess

Week 1

Week 2

IPE Orientation

Capacity team building/ Strengthening teachers Team reflection

Week 7 Ice-breaking

Activity-based learning Brief lectures

Attitude Pre-test

Student’s expectation Student’s perception

Week 11-12 IPE Home visits

Student’s behavior

-Direct observation

-Peer assessment (Rubric)

Essay

Week 12 Plan for patient Group Oral presentation

Attitude Post-test

Patient satisfaction

Community perception

Student reflection

1. Design Courses (TQF3)

2. Design IPE Activity 3. Student Competencies

Before the semester

Assessment Topics Time

Methods: Patient Home Visit

Medical

student (n=60)

Pharmacy

student (n=123)

Architecture

student (n=50)

Student (n=233)

Methods: Patient Home Visit

1 group = 7-8 persons

2MD+4PD+1or 2AR

Total 30 groups Medical

Student (MD) (n=60)

Pharmacy

Student (PD) (n=123)

Architecture

Student (AR) (n=50)

Student (n=233)

Resources Used for Patient Home Visit

6 Communities

30 Patient’s Houses (Patients and care givers) 30 Health Volunteers of community

233 Students - 60 Medical students

- 50 Architecture students

- 123 Pharmacy students

19 Faculty members 5 Medical Doctors

6 Home care Nurses

5 Pharmacists

1 Public health practitioner

2 Architects

1 Community = 5 Patient’s houses

Each patient’s house = 1 group of students+ 1 Health volunteer

8 students

1 health volunteer

1 house

1 house

30 students 5 health volunteers

1 Medical doctor

1 Pharmacist

1 Home

care nurse

Architect

Faciltators

Week 7 Activity-based (Team building)

Ice-breaking activities -Stone as mind

communicator

-Crossing the river of life

Brief Lectures -INHOMESSS

-Drug and Community

-Universal Design

(UD) and case studies

https://www.youtube.

com/watch?v=ztU1_

6vD7xk&feature=youtu.be

https://www.youtube.com/watch?v=ztU1_6vD7xk&feature=youtu.be










Week 11-12 Home Visit 1-2 -INHOMESSS

I = Immobility

N= Nutrition

H= Housing

O= Other people

(Genogram)

M= Medication

E= Physical

Examination

S= Spiritual health

S= Safety

S= Services (health)

- Identify Problems

- Set Goal and Plan for QoL of patient

Week 12

Oral

Presentation

- Patient’s

Situation

- Problems

- Plan

Results

Students’ Attitude on IPE Activities (Pretest-Posttest, 5 rating scale self-administered questionnaire)

3

3.2

3.4

3.6

3.8

4

4.2

4.4

4.6

4.8

5

3.19

3.9

4.16 4.17

4.08 4.06

3.95 3.93 3.98 4.01

3.94

3.75

4.32

4.53 4.46 4.45

4.49

4.34 4.29

4.33 4.38

4.33

pretest

posttest

Attitude score (Full score= 5)

Attitude Item

p<0.001

Average (item 1-10)

Change 9-17% of Attitude with significance

Change 9.8%

10.6%

17.6%

9.9%

IPE competencies on Humanized Patient Home care Home visit: 8-item Direct Observation

2.00

2.50

3.00

3.50

4.00

4.50

5.00

5.50

6.00

4.33 4.27 4.13 4.07 4.60 3.93 3.73 4.33 4.17

4.67 5.00 4.83 5.00 4.83 4.17 4.50 4.67 4.71

4.82 5.12 5.06 5.18 5.29 4.76 4.82 4.76 4.98

Lecturer

Home visit Nurse

Health volunteer

Competency score (Full score= 6)

Competency Item

Assessed by

Average (item 1-8)

77%, 80%, 88%

70%, 78%, 83%

Lecturers

-Medical doctor

-Pharmacist

-Architect -Public health practitioner

Good-Very Good

Patient and their Family’s Satisfaction on Student in IPE Home visit : A 10-item rating scale

3.80

3.90

4.00

4.10

4.20

4.30

4.40

4.50

4.45 4.35 4.50 4.35 4.45 4.40 4.10 4.15 4.25

4.50 4.35

Patient

Satisfaction Item

Satisfaction score (Full score= 5)

Average (item 1-10)

Satisfied >80% in all items

90% 90% 89% 89%

Health Volunteers Ideas (as Community representative) on IPE Home visit : A 10-item rating scale

Idea Item

Agreement (Full score= 5)

Average (item 1-10)

4.00

4.10

4.20

4.30

4.40

4.50

4.60

4.21

4.26

4.37 4.37

4.26

4.32

4.42

4.21

4.53

4.58

4.35

Satisfied >80% in all items

91.6%

90.6% 88.4%

Reflect…Role and Responsibility of each Professional

Role and Responsibilities Of each professional

Their impression and satisfaction

Recommendations for the next

Problems

Group evaluation

Students reflect on IPE program

https://www.youtube.com/watch?v=OasFqhKXfRs&feature=youtu.be




Key Success Factors

• Need -----Leadership and Working group

(Background) Teamworks /Experience/Shared vision

• Trust----- Plan-Do-Check-Act together

-Working group

-Home visit team-Health volunteer

-Health volunteer-Patient

• Value-----Student’s learning outcomes

Quality of life of Patient&Family

Thank you

MSU Philosophy: ―Public devotion is a virtue of the learned‖

A Place where Education Culture and Community meet

Ex.Rubric Score: Leadership

Score=0 unable to explain all work of team, follow

Score=1 able to explain all work in team and responsibility of each person

Score=2 1+ able to assign job to each member in team

Score=3 2+able to give advice and clear goal of team

Score=4 3+able to make a plan to meet the goal of team

Score=5 4+able to motivate team to move forward to goal

Documents

Learning in 21 stssttst century: Learning on line