Professionalism Module S1: Public Health and Community Medicine

Shifting from a Teacher-Centered to a Student-Centric Curriculum

• Definition of learning: the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences.
• Definition of learning materials: resources that teachers use to assist learners to meet the expectations for learning, defined by the curriculum.

Types of Learning Resources

• Audio learning resources: radio, tape recorder, audio CD, etc.
• Visual learning resources: charts, pictures, photo, models, maps, slides, etc.
• Audio-visual learning resources: TV, videos, film strips, etc.

Functions of Learning Resources

• Promote critical thinking and participation.
• Encourage attention, interest, and effort.
• Save time and maximize the use of senses.
• Support self-paced learning.

Implementing Self-Directed Learning

• Steps to implement self-directed learning:
  • Assess student readiness: evaluate current situation, family life, support network, and past learning.
  • Set goals for learning: provide students with the freedom to study in their own way while adhering to firm rules.
  • Engage students in the process: help students understand how they learn most effectively and the tools they can use to improve learning.
  • Define responsibilities in self-learning: students are responsible for monitoring their learning process, defining their goals, and seeking help when necessary.
  • Evaluate the effectiveness of learning: frequent evaluation allows students to reflect on their learning and progress.
  • Adjust and adapt to suit student needs: teachers often blend this learning method within classroom education to suit the needs and growth of students.

Competencies of Self-Directed Learners

• Identification of own learning gaps in skills and setting goals for learning.
• Self-awareness: evaluating human and material resources for learning.
• Critical thinking: reflection, critical appraisal, and information management.
• Teamwork and peer evaluation.
• Self-evaluation: reflection on experiences in the curriculum sessions.

Stages of Self-Directed Learning

• Stage-1: Dependent learner: relies on the teacher, task-oriented, and has no self-direction.
• Stage-2: Interested learner: seeks some opportunities, sets some goals, and sometimes needs direction.
• Stage-3: Involved learner: identifies learning needs, sets goals, and plans actions to achieve goals.
• Stage-4: Self-directed learner: intrinsically motivated, sets own goals, evaluates achievements, and knows how to search for valid and reliable resources.

Assessing Self-Directed Learning Competencies

• Methods for assessing SDL competencies: logbook, portfolio, and peer assessment.
• Self-assessment: reflection on the SDL experience.

Developing a Learning Plan

• Definition: a document designed to help students reflect upon and structure their learning for success in examinations and general practice.
• Aims of a learning plan:
  • Place students at the center of the learning process.
  • Assist students in making informed choices about their education needs.
  • Integrate theory and practice into their work.
  • Enhance motivation to learn.
  • Encourage students to regularly review their learning.
  • Encourage students to share their learning experience with peers.

Examples of Performance Indicators in Education

• Student achievement: can be assessed using multiple-choice questions, short answer questions, tests, quizzes, etc.
• Student satisfaction: can be assessed using checklists, annual student surveys, etc.
• Teacher satisfaction: can be assessed using checklists, annual surveys, etc.
• Attendance rates: can be assessed using excel sheets, tracking absenteeism, etc.
• Graduation rate: can be assessed using summative assessment at the end of the year, etc.
• Student enrollment: can be assessed by tracking the number of students enrolled in an educational institution.