Designing the curriculum is the most exciting and creative part of curriculum development. However, Faculty development program diplomas have aims and goals whether or not they are clearly articulated. Therefore, faculty developers are obliged both professionally and ethically to meeting the needs of the students, patients and the society. In such cases, faculty developer should be held accountable for the outcomes of their interventions. In order to achieve these needs, it is necessary to implement a logical and systemic approach to curriculum development (Kern, 1998). Following the first phase of implementation of the new program, a formal assessment must be carried out in order to adjust the process and to establish a link between institutional goals, courses and curriculum. It should be effective and evolving practice that will ensure that the types of physicians being produced have appropriate qualities.
Current curriculum
The current curriculum is mostly based on American medical education. There has been a relevant change to introduce clinical sciences in the context of a university and thus resulting to a significant shift from a community practice-based model of preparation of careers to one which clinical medicine is taught by full-time faculty in universities and university-affiliated teaching hospitals (Kern, 1998). As a result of shifting from this paradigm, the functions of the curriculum have changed to focus on moving from passive learning through lectures to active learning through use of small group exercises.
These new directions have invoked a study that attempts to identify and assess specific content that are taught in medical school courses. For example, gross anatomy, was commonly taught through the dis...
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...cational programs. These include all round school planning, inter- schools and providing a safe environment that will support learning activities (Lovat & Toomey, 2009). It is also necessary to implement quality-teaching procedures that will provide support for the development of positive skills and dispositions in students. Cultural values are collaborative exercises including respect, excellence, creativity and interdependence within the school and community.
In respect to cultural and religious values in Saudi Arabia, the diploma curriculum has been bolstered to include references to guide the students around cultural norms. This includes religious values and beliefs, gender separation, the view of modesty and society expectations. All which help round out the faculty and staff to be able to better handle sensitive cultural divides between doctors and patients.
What connections can you make between what you are learning in class and what you observe in clinical practice?
Medical school and teaching hospital leaders, educators, providers, and researchers operate in an environment that is more chall...
“We look for medicine to be an orderly field of knowledge and procedure. But it is not. It is an imperfect science, an enterprise of constantly changing knowledge, uncertain information, fallible individuals, and at the same time lives on the line.” There is more to being a great physician than having intellect, clinical experience, and competence in the medical field. A doctor must be daring and genuinely driven to positively impact a patient’s life. A doctor needs stand tall, even in the face of uncertainty.
Prideaux, D. (2003). Curriculum design. BMJ : British Medical Journal, 326(7383), 268-270. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1125124/
Simpson SA, Long JA. Medical student-run health clinics: important contributors to patient care and medical education. J Gen Intern Med 2007;22:352-6.
Through this essential, I have been able to integrate biophysical, psychosocial, analytical, and organizational sciences into my area of practice as an educator. I learned to improve my advocacy and mentoring skills providing my students a non-judgmental learning environment. The clinical rotations often bring forth ethical dilemmas and through debriefing the students and this writer are able to advocate for the patient. Organizational and Systems Leadership for Quality Improvement and System Thinking are critical for improving quality patient outcome. The DNP program prepares the graduate to evaluate practice approaches based on scientific research findings. Because, I education student nurses; I have the responsibility to keep up with new best practices in healthcare, and transfer this knowledge to the students. Clinical Scholarship and Analytical methods for Evidence-based Practice, I have been able to develop a PIOCT question and review the literature of the value of simulation labs. However, my question may have to be reframed for there were few studies that demonstrate to the percentage of time spent in simulation versus transitional clinical rotation. Information system/technology and Patient Care Technology and patient Care Technology for the Improvement and Transformation of
...006). Effect of practice on standardised learning outcomes. Medical Education, 40(8), Retrieved from http://0-web.ebscohost.com.lib.utep.edu/ehost/pdfviewer/pdfviewer?vid=12&hid=106&sid=265b8200-d816-4fa5-aa4f-f99400f42b76%40sessionmgr104 doi: 10.1111/j.1365- 2929.2006.02528.x
During my undergraduate studies at the prestigious Dr. D. Y. Patil University, I developed a keen interest in subjects like Anatomy, Physiology, Pharmacology, Pathology and Internal Medicine. During my 2nd year, I was introduced to patient care in the form of clinical postings. I developed the art of history taking and would observe the residents provide treatment and assist them
H. Al-Elq, (2010),Simulation-based medical teaching and learning Simulation-based medical teaching and learning Family Community Med.
Cooperative students will become future leaders in the initiation of faculty development. They will demonstrate ideas and alertness of the encounters that may occur. Quality development of safety and communication among the staff and patients are improved when staff members have a supportive relationship with their clinical partners. Good communication will lessen errors in the system.
Majority of my responses continued with positive awareness of my patient belief and cultural value. Some of the positive responses includes: treating my clients with respect of their culture, having awareness regarding the roles of family may be different within each culture or family and understanding how culture has an impact on education, religion, and view of wellness. In addition, after taking this course and learning ways to provide competent care to my patient, I was able to turn my negative response originally identified into positive responses. For example, I learn not to impose my belief and values system on my patient. I cannot say my belief and values is the only right path to follow. Each patient has their own values and belief system based upon their cultural differences or preference. I learned to respect and acknowledge the patient indifferences. When the patient recognizes the health care provider respects their belief and practice, they will more likely respond better to their treatment. As a result, there will be an improved outcome of the patient
Computer courses are useful as technology is changing the way medicine is shared by physicians today. To head a career as a physician, a student needs to first enroll in a liberal arts program in undergraduate institution. Some colleges offer a premed major, but a general education with as many science and math course as possible and a major in biology or chemistry is good preparation for the study of medicine also. During sophomore or junior year in college, students should talk with an adviser about taking the Medical College Admissions Test (MCAT). College students should apply to medical schools at the beginning of their senior year, so it is recommended to begin medical school research as early as freshman
In the book Introduction to Teaching: Becoming a Professional, Kauchak and Eggen (2014) identified schools as social systems and wrote, “Social systems work effectively when their components work together to meet their goals” (p. 181). The components listed were the staff and faculty members of a school, the physical building of the school itself and surrounding areas, and the curriculum. The characteristics of an effective school such as its optimal size, good leadership, high collective efficacy in teachers, teachers involving students in learning activities and lessons, frequent assessment of students by teachers and continual feedback from teachers to students, safe and orderly environment, and positive parental and community involvement may all be grouped with these components. For instance, the staff and faculty members of a school include teachers and the leader. The physical building itself and its surroundings include the size of the school as well as the parents and community surrounding it. The two previous components can both be associated with a safe and orderly environment. Plus, the curriculum is related to interactive instruction and the monitoring of student progress.
Educational institutions today are increasing their emphasis on high standards as a crucial factor in improving the quality of education imparted to their students. They are, therefore, looking at new and better ways to develop such a curriculum that meets all the pre-decided standards. This calls for a change in the way schools are run and the methods of teaching in order to design, implement and evaluate curriculum effectively.
Curriculum development is the first step used by a teacher to help them develop engaging lessons. One of the most useful tools to help develop curriculum is backwards design. Backward design helps to maintain a clear focus as to where the lesson leads (Marzano, 2010). Developing a clear and concise lesson not only helps the teacher; it helps the students as well.