Teaching - learning methods.ppt
MunishGuleria4
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86 slides
Nov 16, 2022
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About This Presentation
Methods NMC
Slide Content
Teaching Learning Methods
for
Objectives and Competencies
for
Objectives and Competencies
Objective of this session
At of the end of this session , the participants
should be able to
“To choose the appropriate teaching method for
various objectives and competencies”
At of the end of this session , the participants
should be able to
“To choose the appropriate teaching method for
various objectives and competencies”
Teaching learning method
It is a planned way of providing
teaching/learning experience
It is a planned way of providing
teaching/learning experience
Teaching Vs Learning
•Teaching is the process of
impartingknowledge.
•One can teach something
to other even unconsciously.
•Teaching is always linked
with learning and learners
•Learning is acquisition of
knowledge, behavior,
skills, values etc.
•One can learn throughout
their lives.
•One does not need to be
taught to learn something.
•Teaching is the process of
impartingknowledge.
•One can teach something
to other even unconsciously.
•Teaching is always linked
with learning and learners
•Learning is acquisition of
knowledge, behavior,
skills, values etc.
•One can learn throughout
their lives.
•One does not need to be
taught to learn something.
Example
You have a task of teaching small group of
undergraduate students on communicating to
a mother of an infant regarding routine
immunization.
What Teaching Learning Method would be
considered convenient for your above
mentioned task?
You have a task of teaching small group of
undergraduate students on communicating to
a mother of an infant regarding routine
immunization.
What Teaching Learning Method would be
considered convenient for your above
mentioned task?
Teaching method
A Role Play session would probably be best to
teach communication and attitudes involved
in counselling the infant’s mother
A Role Play session would probably be best to
teach communication and attitudes involved
in counselling the infant’s mother
Which teaching method to use ?
1. Depending on the domain of learning
(cognitive, affective, psychomotor),
2. Level of the student
3. Resourceavailable
4. Group size
5. Time
1. Depending on the domain of learning
(cognitive, affective, psychomotor),
2. Level of the student
3. Resourceavailable
4. Group size
5. Time
Which teaching method to use ?
•There is no single ideal method for teaching
•Effective teacher combines various methods
to achieve objectives in an optimum way
•There is no single ideal method for teaching
•Effective teacher combines various methods
to achieve objectives in an optimum way
Teaching methods
A.Control based classification
(i)Teacher controlled –lecture, symposium, team
teaching, demonstration, bedside clinics
(ii) Learner controlled –free group discussion, project
work and self-learning methods –self study,
programmed instruction
A.Control based classification
(i)Teacher controlled –lecture, symposium, team
teaching, demonstration, bedside clinics
(ii) Learner controlled –free group discussion, project
work and self-learning methods –self study,
programmed instruction
B. Group size based classification:
(i)Large group methods
(ii)Small group methods
(iii) Individual teaching –learning methods
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(i)Large group methods
(ii)Small group methods
(iii) Individual teaching –learning methods
11/16/2022
Teaching methods
Large group methods :
1.Lecture
2.Panel discussion
3.Symposium
4.Team teaching
Large group methods :
1.Lecture
2.Panel discussion
3.Symposium
4.Team teaching
Teaching methods
Small group methods
1.Seminar
2.Tutorials
3.Role play
4.Clinics and demonstration
5.Bed side teaching
6.Workshops
7.Group discussion
8.DOAP Sessions
Small group methods
1.Seminar
2.Tutorials
3.Role play
4.Clinics and demonstration
5.Bed side teaching
6.Workshops
7.Group discussion
8.DOAP Sessions
Teaching methods
Individual methods
•Counselling
•Project work
•Computer assisted learning
•Assignment
•Self –study
Individual methods
•Counselling
•Project work
•Computer assisted learning
•Assignment
•Self –study
•Organized presentation of facts with organized
thoughts and ideas by a qualified person.
•Probably the oldestteaching technique and is still
the method used most widely throughout the world
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Lecture
thoughts and ideas by a qualified person.
•Probably the oldestteaching technique and is still
the method used most widely throughout the world
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Lecture
Lecture
•Lecture are usually for the cognitive
(knowledge) domain
•Lecture on Psycho-motor domain (skills) or
Affective domain (attitudes ) is lesslikely to
be effective
•Lecture are usually for the cognitive
(knowledge) domain
•Lecture on Psycho-motor domain (skills) or
Affective domain (attitudes ) is lesslikely to
be effective
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Strengths of Using Lecture
•Lecture is very efficient
•Lecture communicates to large audiences at the same
time.
•Lectures are useful for providing background information,
ideas, basic concepts and methods initially
•Lecture is also effective in presenting new information
•Lecture permits maximum instructor control and minimal
threat to learners.
•Lecture is very efficient
•Lecture communicates to large audiences at the same
time.
•Lectures are useful for providing background information,
ideas, basic concepts and methods initially
•Lecture is also effective in presenting new information
•Lecture permits maximum instructor control and minimal
threat to learners.
Weaknesses of Using Lecture
College is a place where
a professor’s lecture notes go straight to
the students lecture notes without passing through the
brains of either.
Mark Twain
College is a place where
a professor’s lecture notes go straight to
the students lecture notes without passing through the
brains of either.
Mark Twain
Weaknesses of Using Lecture
•Learners are passiveand may become disengaged or
disinterested.
•Instructor does not have an opportunity to get feedback
from the learners
•Lecture assumes that all learners are at the same level
of knowledge and can progress at the same pace.
•Lecture requires an effective speaker, and it is not well
suited for higher levels of learning.
•Learners are passiveand may become disengaged or
disinterested.
•Instructor does not have an opportunity to get feedback
from the learners
•Lecture assumes that all learners are at the same level
of knowledge and can progress at the same pace.
•Lecture requires an effective speaker, and it is not well
suited for higher levels of learning.
“Students learn well by “doing.”
Yet
there is an understandable tendency for
students to regard lectures as an opportunity
to sit back, be entertained, and “soak up” the
learning.
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Yet
there is an understandable tendency for
students to regard lectures as an opportunity
to sit back, be entertained, and “soak up” the
learning.
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Point to ponder
in
lecture
•How to make it interesting and interactive
•Encouraging the students to participate
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in
lecture
•How to make it interesting and interactive
•Encouraging the students to participate
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Ask questions
•Ask questions to the group at various stages in the lecture, to
check comprehension and promote discussion.
•Ask one question at a time. If you ask more than one question,
you increase the complexity of the learning task.
•Give students time to organize their thoughts.
•Ask questions to the group at various stages in the lecture, to
check comprehension and promote discussion.
•Ask one question at a time. If you ask more than one question,
you increase the complexity of the learning task.
•Give students time to organize their thoughts.
Keys to asking effective questions
•Stay neutral until student has explained the answer.
Avoid the “rapid reward” that terminates thinking.
•Create a safe environment that permits students to
answer incorrectly or to guess.
•Stay neutral until student has explained the answer.
Avoid the “rapid reward” that terminates thinking.
•Create a safe environment that permits students to
answer incorrectly or to guess.
Get students to ask you questions
•An alternative to getting students to answer
questions is to ask them to direct questions at
you.
•A good way of overcoming students’ normal
fear of embarrassment is to ask them to
prepare questions in groups of two or three.
•An alternative to getting students to answer
questions is to ask them to direct questions at
you.
•A good way of overcoming students’ normal
fear of embarrassment is to ask them to
prepare questions in groups of two or three.
Get students to ask you questions
•Questions can then be invited from groups at
random.
•When asked a question, you should repeat it out
loud to ensure that the whole group is aware of what
was asked.
•Seeking answers to the question from other
students, before adding your own views, can
increase the level of interaction further.
•Questions can then be invited from groups at
random.
•When asked a question, you should repeat it out
loud to ensure that the whole group is aware of what
was asked.
•Seeking answers to the question from other
students, before adding your own views, can
increase the level of interaction further.
Other techniques…
•Well prepared.
•Utilize different ways of presenting same information.
•Should have pauses between lesson.
•Pictorial illustrations.
•Flipped classrooms.
•Well prepared.
•Utilize different ways of presenting same information.
•Should have pauses between lesson.
•Pictorial illustrations.
•Flipped classrooms.
Symposium
Symposium
•Series of prepared talk by experts (2-5 person)
on different aspect of one issue or question.
•Chairpersonintroduces coordinate and
summarize .
•No discussion between speakers
•Audience passive except at the question time-
symposium forum
•Cognitive domain
•Series of prepared talk by experts (2-5 person)
on different aspect of one issue or question.
•Chairpersonintroduces coordinate and
summarize .
•No discussion between speakers
•Audience passive except at the question time-
symposium forum
•Cognitive domain
Symposium
Advantage
•Conciseand logical
presentation
•Analysis of different
aspectof an issue
•Change of speakers
breaks the monotony
Disadvantage
•Formalatmosphere
•Passiveaudience
•Probability of repetition
Advantage
•Conciseand logical
presentation
•Analysis of different
aspectof an issue
•Change of speakers
breaks the monotony
Disadvantage
•Formalatmosphere
•Passiveaudience
•Probability of repetition
Panel Discussion
Panel Discussion
•Group of 4 or more persons.
•Sit with a moderator.
•Holds an orderly and logical conversation on
the assigned topic .
•Each member makes an opening remark .
•The method targets the cognitive/knowledge
domain predominately.
•Group of 4 or more persons.
•Sit with a moderator.
•Holds an orderly and logical conversation on
the assigned topic .
•Each member makes an opening remark .
•The method targets the cognitive/knowledge
domain predominately.
Panel Discussion
Advantage
•Issues can be explored from
many angles.
•Frequent change of speakers
and viewpoints ensure
audience interest
•Audience can understand
various aspects of the
problem or issue
•Establishes informal contact
with the audience
Disadvantage
•All aspects may not be
covered
•Skilled moderator needed
to ensure balanced
coverage
•Audience is passive unless
some question –time is
permitted –panel forum
Advantage
•Issues can be explored from
many angles.
•Frequent change of speakers
and viewpoints ensure
audience interest
•Audience can understand
various aspects of the
problem or issue
•Establishes informal contact
with the audience
Disadvantage
•All aspects may not be
covered
•Skilled moderator needed
to ensure balanced
coverage
•Audience is passive unless
some question –time is
permitted –panel forum
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Teaching methods for small groups
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Why small group teaching?
•Build communication skills
•To motivate and build confidence
•Clear doubts
•More ‘hands on’ task
•Much-valued contact with teacher
•Chance to monitor their own learning
•Effective but not efficient in imparting
information
•Build communication skills
•To motivate and build confidence
•Clear doubts
•More ‘hands on’ task
•Much-valued contact with teacher
•Chance to monitor their own learning
•Effective but not efficient in imparting
information
What is a small group?
Collection of individuals –not a group
unless they interact.
Collection of individuals –not a group
unless they interact.
Small group methods
Theory oriented
1.Seminar
2.Group discussion
3.Tutorials
Skill oriented
1.Role play
2.Clinics and demonstration
3.Bed side teaching Integrated teaching
4.Workshops
Theory oriented
1.Seminar
2.Group discussion
3.Tutorials
Skill oriented
1.Role play
2.Clinics and demonstration
3.Bed side teaching Integrated teaching
4.Workshops
Seminar
Seminar
•It is used for the cognitive/knowledge domain
when in depth information on a particular
topic is required to improve students’
understanding.
•Student may make targeted presentations to
the group that leads to interactive discussions
•It is used for the cognitive/knowledge domain
when in depth information on a particular
topic is required to improve students’
understanding.
•Student may make targeted presentations to
the group that leads to interactive discussions
Seminar
•Appropriate mode when level of attainment is
high
•45 minutes presentation
•15-20 minutes discussion
•Appropriate mode when level of attainment is
high
•45 minutes presentation
•15-20 minutes discussion
Seminar
Advantage
•Suitable for advaced
learner
•In-Depth discussion and
guidance
Disadvantage
•Dominant authority may
inhibit participation
•In-depth pre seminar
preparation
Advantage
•Suitable for advaced
learner
•In-Depth discussion and
guidance
Disadvantage
•Dominant authority may
inhibit participation
•In-depth pre seminar
preparation
Tutorial
•Students gather together usually with a tutor
to discuss, interact and clarify previously
presented material in more detail clarifying
individual doubts.
•Students gather together usually with a tutor
to discuss, interact and clarify previously
presented material in more detail clarifying
individual doubts.
Tutorial
Advantage
•Active learning-teacher centered
•Opportunity to correct mistakes and
introspection
Disadvantage
•Ineffective when preparation is poor
Advantage
•Active learning-teacher centered
•Opportunity to correct mistakes and
introspection
Disadvantage
•Ineffective when preparation is poor
GROUP DISCUSSION
•Face to face interaction between members of
a small group.
•5-20 students.
•Informal and democratic
•Interactive between teacher and peers .
•Structure defined.
•Common concern.
•Able to recognize strengths and weaknesses
•Face to face interaction between members of
a small group.
•5-20 students.
•Informal and democratic
•Interactive between teacher and peers .
•Structure defined.
•Common concern.
•Able to recognize strengths and weaknesses
GROUP DISCUSSION
Disadvantage
•Participant should come prepared
•Being assessed
•learner aptitude varies widely
•Needs a good moderator
Disadvantage
•Participant should come prepared
•Being assessed
•learner aptitude varies widely
•Needs a good moderator
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Role Playing
A good method to teach Communication skills
and Attitudes. (Affective domain)
A good method to teach Communication skills
and Attitudes. (Affective domain)
Role Playing
•Explain the nature and purpose of the exercise
•Define the setting and situation
• Select students to act out roles
• Provide players with a realistic description of
the role or even a script.
•Explain the nature and purpose of the exercise
•Define the setting and situation
• Select students to act out roles
• Provide players with a realistic description of
the role or even a script.
Role Playing
•Allow time for them to prepare and, if
necessary, practice.
•Specify observational tasks for non-players.
• Discuss and explore the experience with
players and observers.
•Allow time for them to prepare and, if
necessary, practice.
•Specify observational tasks for non-players.
• Discuss and explore the experience with
players and observers.
DOAP
Demonstration-Observation-Assistance-Performance
A practical session that allows student to
•observea demonstration,
•assistthe performer,
•performin a simulated environment,
•perform under supervision or
•perform independently
Demonstration-Observation-Assistance-Performance
A practical session that allows student to
•observea demonstration,
•assistthe performer,
•performin a simulated environment,
•perform under supervision or
•perform independently
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Demonstration /Bed side clinic
•Teacher demonstrate, learner observe
•Learner perform themselves
•Active learning
•Bridge the gap between theory
and practice
•Permit evaluation of all three domain
•Teacher demonstrate, learner observe
•Learner perform themselves
•Active learning
•Bridge the gap between theory
and practice
•Permit evaluation of all three domain
Demonstration /Bed side clinic
Advantage
•Develop rapport and stimulate learner’s
curiosity
•Can cater to individual learnerbased on his
ability
•Scope of reinforce key point by emphasis and
repetition.
Advantage
•Develop rapport and stimulate learner’s
curiosity
•Can cater to individual learnerbased on his
ability
•Scope of reinforce key point by emphasis and
repetition.
Workshop
•Active involvement of each participant
•Learn from hands on experience
•Many different teaching methods can be
incorporated
•Lot of ground work and initial preparation needed
•Active involvement of each participant
•Learn from hands on experience
•Many different teaching methods can be
incorporated
•Lot of ground work and initial preparation needed
Shortvideo clipsdemonstrations
•Videos is a valuable teaching method.
•Can be incorporated into lecture-type
presentations to provide illustrative visual
stimulation and variety of approach.
•Cognitive/knowledge and psychomotor
domainthat is best served
•Videos is a valuable teaching method.
•Can be incorporated into lecture-type
presentations to provide illustrative visual
stimulation and variety of approach.
•Cognitive/knowledge and psychomotor
domainthat is best served
Skills labs -Simulation
•Simulation is very useful in stimulating discussion or
illuminating particular issues.
•They do require lots of preparation.
•Simulation devices can also be used where
technology is available, for cardiac auscultation,
breast examination, prostate palpation, pelvic
examination and
laryngeal examination.
•Simulation is very useful in stimulating discussion or
illuminating particular issues.
•They do require lots of preparation.
•Simulation devices can also be used where
technology is available, for cardiac auscultation,
breast examination, prostate palpation, pelvic
examination and
laryngeal examination.
Skills labs -Simulation
•In skills simulation labs, the student is
expected to learn basic surgical techniques
(Psychomotor domain).
•He will be taught basic knowledge and how to
perform the skills.
•In skills simulation labs, the student is
expected to learn basic surgical techniques
(Psychomotor domain).
•He will be taught basic knowledge and how to
perform the skills.
Anesthesia
Sim
1986
Interactive
2000s
Resus Annie
1960
Mannikins cadaver
Task trainer Virtual Reality
Sim
1986
Interactive
2000s
Resus Annie
1960
Mannikins cadaver
Task trainer Virtual Reality
Computer based teaching and
learning –information technology
•accessing videoconferencing and live lectures
via video streaming on the Internet
learning –information technology
•accessing videoconferencing and live lectures
via video streaming on the Internet
Small Groups method summary
•Student centered teaching method
•Promotes social contact with peers and faculty
•Improve their understanding of a subject
•If planned well, it will be very effective
•Student centered teaching method
•Promotes social contact with peers and faculty
•Improve their understanding of a subject
•If planned well, it will be very effective
•Let’s see how do we put various teaching
methods for various domain of learning
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methods for various domain of learning
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You talk to students –in a lecture
You talk with students –in a group tutorial
You have them talk –in a group discussion
You show them how –in a demonstration
You show them do –in a practical
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You talk with students –in a group tutorial
You have them talk –in a group discussion
You show them how –in a demonstration
You show them do –in a practical
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LEARNING OBJECTIVE
KNOWLEDGE SKILL ATTITUDE
LECTURE
SEMINAR
SYMPOSIUM
PD
CLINICAL SKILL
TEACHING
SIMULATOR
WORKSHOP
VIDEO SESSION
GROUP
DISCUSSION
ROLE PLAY
LEARNING OBJECTIVE
KNOWLEDGE SKILL ATTITUDE
LECTURE
SEMINAR
SYMPOSIUM
PD
CLINICAL SKILL
TEACHING
SIMULATOR
WORKSHOP
VIDEO SESSION
GROUP
DISCUSSION
ROLE PLAY
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Choose Teaching method for
following competency
following competency
Choose Teaching method for following
competency
Competency
Student should able to give Intravenous
injection of drugs
competency
Competency
Student should able to give Intravenous
injection of drugs
Learning objective
•Insert needle at proper angle
•Withdraw appropriate amount of blood
•Withdraw needle and checks for bleeding
•Dress area appropriately
•Dispose of needle appropriately
•Insert needle at proper angle
•Withdraw appropriate amount of blood
•Withdraw needle and checks for bleeding
•Dress area appropriately
•Dispose of needle appropriately
TEACHING METHODS
•Video clipping
•Demonstration on Manequin
•Demonstration on patient
•Practice on manequins
•On patient under supervision
•Group discussion on waste disposable
•Video clipping
•Demonstration on Manequin
•Demonstration on patient
•Practice on manequins
•On patient under supervision
•Group discussion on waste disposable
Competency
Student should be able to take, read and
interpret the electrocardiogram
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Student should be able to take, read and
interpret the electrocardiogram
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Learning objective
•Recognise the anatomy of the conduction
system of the heart.
•Identify the waveforms of the cardiac cycle,
as seen on the ECG.
•Calculate the heart rate from the ECG.
•Outline the equipment and specifications
required for recording a 12 lead ECG.
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•Recognise the anatomy of the conduction
system of the heart.
•Identify the waveforms of the cardiac cycle,
as seen on the ECG.
•Calculate the heart rate from the ECG.
•Outline the equipment and specifications
required for recording a 12 lead ECG.
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Learning objective
•State and demonstrate the anatomical
positions for electrode placement.
•Produce a technically accurate ECG.
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•State and demonstrate the anatomical
positions for electrode placement.
•Produce a technically accurate ECG.
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Teaching methods
•Lecture , seminar and group discussion
•Video clipping
•Manquin
•Demonstration of equipments
•Demonstration on patients
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•Lecture , seminar and group discussion
•Video clipping
•Manquin
•Demonstration of equipments
•Demonstration on patients
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Choose TL method
•Activity
•Activity
Number COMPETENCY
The student should be able to:
Domain
K/S/A/C
Level
K/KH/
SH/P
PY5.12 Record blood pressure & pulse at rest and in different
grades of exercise and postures in a volunteer or
simulated environment
S SH
MI2.4 List the common microbial agents causing anemia.
Describe the morphology, mode of infection and discuss
the pathogenesis, clinical course, diagnosis and
prevention and treatment of the common microbial
agents
causing Anemia.
K KH
CM5.2 Describe and demonstratethe correct method of
performing a nutritional assessment of individuals,
families and the community by using the appropriate
method
S SH
OG1.2 Define and discuss perinatal mortality and morbidity
including perinatal and neonatal mortality and morbidity
audit
K KH
IM6.19Counsel patients on prevention of HIV
transmission
C SH
The student should be able to:
Domain
K/S/A/C
Level
K/KH/
SH/P
PY5.12 Record blood pressure & pulse at rest and in different
grades of exercise and postures in a volunteer or
simulated environment
S SH
MI2.4 List the common microbial agents causing anemia.
Describe the morphology, mode of infection and discuss
the pathogenesis, clinical course, diagnosis and
prevention and treatment of the common microbial
agents
causing Anemia.
K KH
CM5.2 Describe and demonstratethe correct method of
performing a nutritional assessment of individuals,
families and the community by using the appropriate
method
S SH
OG1.2 Define and discuss perinatal mortality and morbidity
including perinatal and neonatal mortality and morbidity
audit
K KH
IM6.19Counsel patients on prevention of HIV
transmission
C SH
PY5.12 Record blood pressure & pulse at rest and in different grades of exercise and postures in a
volunteer or simulated environment
Learning Objectives
Audiences-Phase I students
PY5.12.1 At theend of the session ,Phase I students must be able to define normal blood pressure range
correctly.
PY5.12.2 To discuss precisely hypertension and its aetiology.
PY5.12.3 To describe precisely, variations in BP & pulse with respect to different grades of exercise and
postures
PY5.12.4 To demonstrate the correct procedure for taking BP by palpatory method in a volunteer
PY5.12.5 To demonstrate the correct procedure for recording BP using sphygmomanometer in a volunteer
volunteer or simulated environment
Learning Objectives
Audiences-Phase I students
PY5.12.1 At theend of the session ,Phase I students must be able to define normal blood pressure range
correctly.
PY5.12.2 To discuss precisely hypertension and its aetiology.
PY5.12.3 To describe precisely, variations in BP & pulse with respect to different grades of exercise and
postures
PY5.12.4 To demonstrate the correct procedure for taking BP by palpatory method in a volunteer
PY5.12.5 To demonstrate the correct procedure for recording BP using sphygmomanometer in a volunteer
PY5.12 Record blood pressure & pulse at rest and in different grades of exercise and postures in a
volunteer or simulated environment
Learning Objectives
Audiences-Phase I students
Teaching Learning Methods
PY5.12.1 At theend of the session ,Phase I students
must be able to define normal blood pressure
range correctly.
DOAP
PY5.12.2 To discuss precisely hypertension and its
aetiology.
PY5.12.3 To describe precisely, variations in BP & pulse
with respect to different grades of exercise and
postures
PY5.12.4 To demonstrate the correct procedure for
taking BP by palpatory method in a volunteer
PY5.12.5 To demonstrate the correct procedure for
recording BP using sphygmomanometer in a
volunteer
volunteer or simulated environment
Learning Objectives
Audiences-Phase I students
Teaching Learning Methods
PY5.12.1 At theend of the session ,Phase I students
must be able to define normal blood pressure
range correctly.
DOAP
PY5.12.2 To discuss precisely hypertension and its
aetiology.
PY5.12.3 To describe precisely, variations in BP & pulse
with respect to different grades of exercise and
postures
PY5.12.4 To demonstrate the correct procedure for
taking BP by palpatory method in a volunteer
PY5.12.5 To demonstrate the correct procedure for
recording BP using sphygmomanometer in a
volunteer
MI2.4 List the common microbial agents causing anemia. Describe the morphology, mode
of infection and discuss the pathogenesis, clinical course, diagnosis and prevention
and treatment of the common microbial agents causing Anemia.
Learning Objectives
Audience-Phase II students
MI2.4.1 At theend of the session Phase II students must be able to do complete enumeration of
the common microbial agents causing anaemia
MI2.4.2 To describe the morphology of agent (1,2 etc) in detail
MI2.4.3 To describe broadly, the mode of infection of agent in humans
MI2.4.4 To discuss in detail, the pathogenesis of anemia caused by a specific agent
MI2.4.5 To correctly describe the clinical course of infection by agent
MI2.4.6 To do complete enumeration of the diagnostic tests to identify the aetiologyof agent as a
cause of anemia
MI2.4.7 To discuss the methods to prevent infection by agent broadly
MI2.4.8 To broadly discuss the treatment of infection by agent
of infection and discuss the pathogenesis, clinical course, diagnosis and prevention
and treatment of the common microbial agents causing Anemia.
Learning Objectives
Audience-Phase II students
MI2.4.1 At theend of the session Phase II students must be able to do complete enumeration of
the common microbial agents causing anaemia
MI2.4.2 To describe the morphology of agent (1,2 etc) in detail
MI2.4.3 To describe broadly, the mode of infection of agent in humans
MI2.4.4 To discuss in detail, the pathogenesis of anemia caused by a specific agent
MI2.4.5 To correctly describe the clinical course of infection by agent
MI2.4.6 To do complete enumeration of the diagnostic tests to identify the aetiologyof agent as a
cause of anemia
MI2.4.7 To discuss the methods to prevent infection by agent broadly
MI2.4.8 To broadly discuss the treatment of infection by agent
MI2.4 List the common microbial agents causing anemia. Describe the morphology, mode
of infection and discuss the pathogenesis, clinical course, diagnosis and prevention
and treatment of the common microbial agents causing Anemia.
Learning Objectives
Audience-Phase II students
Teaching Learning Method
MI2.4.1 At theend of the session Phase II students must be
able to do complete enumeration of the common
microbial agents causing anaemia
Lecture
Small group Discussion
MI2.4.2 To describe the morphology of agent (1,2 etc) in detail
MI2.4.3 To describe broadly, the mode of infection of agent in
humans
MI2.4.4 To discuss in detail, the pathogenesis of anemia caused
by a specific agent
MI2.4.5 To correctly describe the clinical course of infection by
agent
MI2.4.6 To do complete enumeration of the diagnostic tests to
identify the aetiologyof agent as a cause of anemia
MI2.4.7 To discuss the methods to prevent infection by agent
broadly
MI2.4.8 To broadly discuss the treatment of infection by agent
of infection and discuss the pathogenesis, clinical course, diagnosis and prevention
and treatment of the common microbial agents causing Anemia.
Learning Objectives
Audience-Phase II students
Teaching Learning Method
MI2.4.1 At theend of the session Phase II students must be
able to do complete enumeration of the common
microbial agents causing anaemia
Lecture
Small group Discussion
MI2.4.2 To describe the morphology of agent (1,2 etc) in detail
MI2.4.3 To describe broadly, the mode of infection of agent in
humans
MI2.4.4 To discuss in detail, the pathogenesis of anemia caused
by a specific agent
MI2.4.5 To correctly describe the clinical course of infection by
agent
MI2.4.6 To do complete enumeration of the diagnostic tests to
identify the aetiologyof agent as a cause of anemia
MI2.4.7 To discuss the methods to prevent infection by agent
broadly
MI2.4.8 To broadly discuss the treatment of infection by agent
CM5.2Describe and demonstratethe correct method of performing a nutritional
assessment of individuals, families and the community by using the
appropriate method
Learning Objectives
Audience-Phase III(Part-1)
CM5.2.1At theend of the session Phase III(Part-1) students must be able to
correctly define, nutrition and nutrients
CM5.2.2To correctly describe the importance of various nutrients in health
CM5.2.3To broadly discuss the requirements of various nutrients according to age,
physical activity and specific physiological / medical conditions
CM5.2.4To precisely enlist various nutritional assessment methods
CM5.2.5To precisely demonstrate the application of nutritional assessment
methods for assessment of nutritional status of an individual/ family
/community in community setting
assessment of individuals, families and the community by using the
appropriate method
Learning Objectives
Audience-Phase III(Part-1)
CM5.2.1At theend of the session Phase III(Part-1) students must be able to
correctly define, nutrition and nutrients
CM5.2.2To correctly describe the importance of various nutrients in health
CM5.2.3To broadly discuss the requirements of various nutrients according to age,
physical activity and specific physiological / medical conditions
CM5.2.4To precisely enlist various nutritional assessment methods
CM5.2.5To precisely demonstrate the application of nutritional assessment
methods for assessment of nutritional status of an individual/ family
/community in community setting
CM5.2Describe and demonstratethe correct method of performing a nutritional
assessment of individuals, families and the community by using the
appropriate method
Learning Objectives
Audience-Phase III(Part-1)
Teaching learning
Methods
CM5.2.1At theend of the session Phase III(Part-1) students
must be able to correctly define, nutrition and nutrients
DOAP
CM5.2.2To correctly describe the importance of various nutrients
in health
CM5.2.3To broadly discuss the requirements of various nutrients
according to age, physical activity and specific
physiological / medical conditions
CM5.2.4To precisely enlist various nutritional assessment
methods
CM5.2.5To precisely demonstrate the application of nutritional
assessment methods for assessment of nutritional
status of an individual/ family /community in community
setting
assessment of individuals, families and the community by using the
appropriate method
Learning Objectives
Audience-Phase III(Part-1)
Teaching learning
Methods
CM5.2.1At theend of the session Phase III(Part-1) students
must be able to correctly define, nutrition and nutrients
DOAP
CM5.2.2To correctly describe the importance of various nutrients
in health
CM5.2.3To broadly discuss the requirements of various nutrients
according to age, physical activity and specific
physiological / medical conditions
CM5.2.4To precisely enlist various nutritional assessment
methods
CM5.2.5To precisely demonstrate the application of nutritional
assessment methods for assessment of nutritional
status of an individual/ family /community in community
setting
OG1.2 Define and discuss perinatal mortality and morbidity including perinatal and
neonatal mortality and morbidity audit
Learning Objectives
Audience-Phase III(Part-2) students
OG1.2.1 At theend of the session Phase III(Part-2) students must be able to correctly define
perinatal period and a neonate.
OG1.2.2 To discuss precisely ,why perinatal and neonatal periods are considered as
vulnerable period.
OG1.2.3 To do complete enumeration of various factors responsible for morbidity during
perinatal and neonatal periods.
OG1.2.4 To correctly define perinatal mortality and neonatal mortality.
OG1.2.5 To discuss broadly the factors responsible for perinatal and neonatal mortality and
the importance of death audit in reducing it.
neonatal mortality and morbidity audit
Learning Objectives
Audience-Phase III(Part-2) students
OG1.2.1 At theend of the session Phase III(Part-2) students must be able to correctly define
perinatal period and a neonate.
OG1.2.2 To discuss precisely ,why perinatal and neonatal periods are considered as
vulnerable period.
OG1.2.3 To do complete enumeration of various factors responsible for morbidity during
perinatal and neonatal periods.
OG1.2.4 To correctly define perinatal mortality and neonatal mortality.
OG1.2.5 To discuss broadly the factors responsible for perinatal and neonatal mortality and
the importance of death audit in reducing it.
OG1.2 Define and discuss perinatal mortality and morbidity including perinatal and neonatal
mortality and morbidity audit
Learning Objectives
Audience-Phase III(Part-2) students
Teaching learning methods
OG1.2.1 At theend of the session Phase III(Part-2) students must
be able to correctly define perinatal period and a
neonate.
Lecture
Small group Discussion
OG1.2.2 To discuss precisely ,why perinatal and neonatal periods
are considered as vulnerable period.
OG1.2.3 To do complete enumeration of various factors
responsible for morbidity during perinatal and neonatal
periods.
OG1.2.4 To correctly define perinatal mortality and neonatal
mortality.
OG1.2.5 To discuss broadly the factors responsible for perinatal
and neonatal mortality and the importance of death audit
in reducing it.
mortality and morbidity audit
Learning Objectives
Audience-Phase III(Part-2) students
Teaching learning methods
OG1.2.1 At theend of the session Phase III(Part-2) students must
be able to correctly define perinatal period and a
neonate.
Lecture
Small group Discussion
OG1.2.2 To discuss precisely ,why perinatal and neonatal periods
are considered as vulnerable period.
OG1.2.3 To do complete enumeration of various factors
responsible for morbidity during perinatal and neonatal
periods.
OG1.2.4 To correctly define perinatal mortality and neonatal
mortality.
OG1.2.5 To discuss broadly the factors responsible for perinatal
and neonatal mortality and the importance of death audit
in reducing it.
IM6.19 Counsel patients on prevention of HIV transmission
Learning Objectives
Audience-Phase III(Part-2) students
IM6.19.1 At theend of the session Phase III(Part-2) students must be able to correctly describe
the agent responsible for HIV infection
IM6.19.2 To precisely enlist various modes of transmission of HIV
IM6.19.3 To do complete enumeration of high risk groups for HIV infection
IM6.19.4 To identify various signs and symptoms of HIV infection
IM6.19.5 To discuss specific screening and diagnostic tests available for HIV
IM6.19.6 To discuss precisely , the measures to control HIV infection
IM6.19.7 To accurately demonstrate the steps of counseling in a HIV patient regarding
prevention of its transmission in OPD setting
Learning Objectives
Audience-Phase III(Part-2) students
IM6.19.1 At theend of the session Phase III(Part-2) students must be able to correctly describe
the agent responsible for HIV infection
IM6.19.2 To precisely enlist various modes of transmission of HIV
IM6.19.3 To do complete enumeration of high risk groups for HIV infection
IM6.19.4 To identify various signs and symptoms of HIV infection
IM6.19.5 To discuss specific screening and diagnostic tests available for HIV
IM6.19.6 To discuss precisely , the measures to control HIV infection
IM6.19.7 To accurately demonstrate the steps of counseling in a HIV patient regarding
prevention of its transmission in OPD setting
IM6.19 Counsel patients on prevention of HIV transmission
Learning Objectives
Audience-Phase III(Part-2) students
Teaching learning
methods
IM6.19.1At theend of the session Phase III(Part-2) students must be able to
correctly describe the agent responsible for HIV infection
DOAP
IM6.19.2To precisely enlist various modes of transmission of HIV
IM6.19.3To do complete enumeration of high risk groups for HIV infection
IM6.19.4To identify various signs and symptoms of HIV infection
IM6.19.5To discuss specific screening and diagnostic tests available for HIV
IM6.19.6To discuss precisely , the measures to control HIV infection
IM6.19.7To accurately demonstrate the steps of counseling in a HIV patient
regarding prevention of its transmission in OPD setting
Learning Objectives
Audience-Phase III(Part-2) students
Teaching learning
methods
IM6.19.1At theend of the session Phase III(Part-2) students must be able to
correctly describe the agent responsible for HIV infection
DOAP
IM6.19.2To precisely enlist various modes of transmission of HIV
IM6.19.3To do complete enumeration of high risk groups for HIV infection
IM6.19.4To identify various signs and symptoms of HIV infection
IM6.19.5To discuss specific screening and diagnostic tests available for HIV
IM6.19.6To discuss precisely , the measures to control HIV infection
IM6.19.7To accurately demonstrate the steps of counseling in a HIV patient
regarding prevention of its transmission in OPD setting
11/16/2022
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