Learning Styles PDF

11-S e p -24 Le arning Styles Me dic al Educ ation De p artm ent C MHS-A GU 2024-2025 1 Lesson’s Le arning Outc om es By the end of this lesson, stud ents will b e a ble to: – D e fin e th e t e rm “l e a rnin g styl e s”. – Id e ntify th...

11-S e p -24 Le arning Styles Me dic al Educ ation De p artm ent C MHS-A GU 2024-2025 1 Lesson’s Le arning Outc om es By the end of this lesson, stud ents will b e a ble to: – D e fin e th e t e rm “l e a rnin g styl e s”. – Id e ntify th e im p ort a n c e o f kn o win g th e d iff e r e nt l e a rnin g styl e s. – Diff e r e nti a t e b e t w e e n d iff e r e nt l e a rnin g styl e s. – List th e c h a r a c t e risti c s o f e a c h l e a rnin g styl e. – List so m e ti ps f or f ost e rin g l e a rnin g b a s e d o n o w n l e a rnin g styl e. 2 1  11-S e p -24 Introduction and Definition Pe ople le arn in different wa ys … L e a rnin g styl e s a r e “th e pro c e ss e s a n d t e c h ni q u e s p e o p l e us e t o l e a rn thin gs (f a c ts, skills, a ttitu d e s, …)”. A l e a rnin g styl e e n c o m p a ss e s c h a r a c t e risti c c o g nitiv e , a ff e c tiv e , and p h ysiolo gi c a l f a c t ors th a t in d i c a t e h o w a l e a rn e r p e r c e iv e s a n d int e r a c ts with l e a rnin g. 3 Importanc e Kn o win g y o ur o w n l e a rnin g styl e h e l ps y o u l e a rn b e tt er thro u g h s e e kin g l e a rnin g situ a tio ns a n d e x p e ri e n c e s th a t m e e t y o ur styl e. Kn o win g th e l e a rnin g styl e s o f o th e rs h e l ps y o u kn o w h o w o th e rs l e a rn, so y o u c a n t e a c h th e m a n d w ork in gro u ps with th e m. 4 2  11-S e p -24 Four Le arning Styles 5 6 3  11-S e p -24 Chara cteristics Most p e o ple are visu al le arners. Pr e f e r t o s e e inf orm a tio n su c h a s p i c tur e s, d i a gr a ms, c a rt o o ns, d e m o nstr a tio ns, … Pi c tur e w ords a n d c o n c e p ts th e y h e a r a s im a g e s. E a sily d istr a c t e d in l e c tur e s with n o visu a l a i ds. O v e rw h e lm e d with int e ns e visu a ls a c c o m p a ni e d b y l e c tur e. B e n e fit fro m usin g c h a rts, m a ps, n o t e s, a n d fl a sh c a rds w h e n stu d yin g. 7 Two Ty p es of Visu al Le arners 8 4  11-S e p -24 V erb al Visu al Le arners Th e y l e a rn b e tt e r w h e n inf orm a tio n is pr e s e nt e d (visu a lly) in a written f orm a t. Th e y b e n e fit m ost fro m visu a l a i ds lik e proj e c t ors, o utlin e s d urin g l e c tur e s, t e xt b o o ks a n d c l a ss n o t e s. Th e y w ork in q ui e t ro o ms a lo n e or with o th e rs. W h e n r e m e m b e rin g , th e y s e e th e writt e n inf orm a tio n b y th e ir min d e y e s. 9 Non-V erb al Visu al Le arners Th e y l e a rn b e tt e r w h e n inf orm a tio n is pr e s e nt e d (visu a lly) in a picture f orm a t. Th e y b e n e fit m ost fro m visu a l a i ds lik e vi d e os, m a ps, c h a rts, d i a gr a ms,... Th e y pr e f e r w ork in q ui e t ro o ms a lo n e. W h e n r e m e m b e rin g , th e y s e e th e p i c tur e s c l e a rly. 10 5  11-S e p -24 V erb al Vs. Non-V erb al 11 Study Tips for Visual Le arners Sit n e a r th e fro nt o f th e c l a ssro o m. Us e fl a sh c a rds t o l e a rn n e w thin gs. Try t o visu a liz e thin gs y o u h e a r. Writ e d o w n k e y w ords, i d e a s, or instru c tio ns. Dr a w p i c tur e s t o h e l p e x p l a in n e w c o n c e p ts a n d th e n e x p l a in th e p i c tur e s. C olor thin gs a n d us e hi g hli g ht e r p e ns. A v oi d d istr a c t ors d urin g stu d y tim e s. 12 6  11-S e p -24 13 Chara cteristics Pr e f e r t o h e a r inf orm a tio n sp o k e n. C a n a bsorb a l e c tur e with littl e e ff ort. M a y n o t n e e d c a r e ful n o t e s t o l e a rn. O ft e n a v oi d e y e c o nt a c t in ord e r t o c o n c e ntr a t e. M a y r e a d a lo u d t o th e ms e lv e s. Lik e b a c k gro u n d m usi c w h e n th e y stu d y. 14 7  11-S e p -24 Study Tips for Auditory Le arners Sit w h e r e y o u c a n h e a r. H a v e y o ur h e a rin g c h e c k e d o n a r e g ul a r b a sis. R e a d st ori e s, a ssi g n m e nts, or d ir e c tio ns o ut lo u d. R e c ord y o urs e lf sp e llin g w ords a n d th e n list e n t o th e r e c ord in g. Stu d y n e w m a t e ri a ls b y r e a d in g th e m o ut lo u d. Join a stu d y gro u p t o a ssist y o u in l e a rnin g c o urs e m a t e ri a l. W ork with a "stu d y b u d d y" t o r e vi e w k e y inf orm a tio n a n d pr e p a r e f or e x a ms. 15 16 8  11-S e p -24 Chara cteristics Pr e f e r inf orm a tio n pr e s e nt e d in writt e n f orm , su c h a s t e xt b o o ks, a rti c l e s, a n d n o t e s. Enjo y r e a d in g a n d o ft e n c o m pr e h e n d a n d r e t a in inf orm a tio n b e tt e r w h e n th e y c a n r e a d it r a th e r th a n h e a r it or s e e it. T e n d t o t a k e d e t a il e d n o t e s d urin g l e c tur e s or w h e n r e a d in g. Pr e f e r t o r e c e iv e instru c tio ns a n d e x p l a n a tio ns in writt e n f orm r a th e r th a n thro u g h d i a gr a ms or or a l pr e s e nt a tio ns. Ex pr e ss th e ms e lv e s b e tt e r in writin g , w h e th e r in e ss a ys, r e p orts, or writt e n e x a ms. 17 Study Tips for Re a ding /Writing Le arners Writ e d e t a il e d n o t e s d urin g c l a ss e s, l e c tur e s, a n d w hil e r e a d in g. Su m m a riz e k e y p oints in y o ur o w n w ords. R e writ e n o t e s or su m m a ri e s a n d r e vi e w writt e n c o nt e nt m ulti p l e tim e s. O rg a niz e inf orm a tio n int o lists, b ull e t p oints, a n d o utlin e s. En g a g e in writin g e ss a ys, su m m a ri e s, or r e p orts. C r e a t e fl a sh c a rds with k e y t e rms or c o n c e p ts writt e n o n th e m. C o n v e rt d i a gr a ms a n d c h a rts int o t e xt. 18 9  11-S e p -24 19 Chara cteristics Pr e f e r t o u c h a n d m o tio ns a s th e ir prim a ry m o d e f or t a kin g in inf orm a tio n. In tr a d itio n a l l e c tur e situ a tio ns, th e y sh o ul d writ e o ut im p ort a nt f a c ts. C r e a t e stu d y sh e e ts c o n n e c t e d t o vivi d e x a m p l e s. Rol e -p l a yin g c a n h elp th e m l e a rn and re m e m b er im p ort a nt i d e a s. M a y b e n e fit b y usin g m a ni p ul a tiv e s. 20 10  11-S e p -24 The y le arn b etter when the y are … Yo-yoing Jittering Walking Chewing Coloring Typing 21 Study Tips for Kinesthetic Le arners P a rti c i p a t e in a c tiviti e s th a t in v olv e t o u c hin g , b uil d in g , m o vin g , or dr a win g. D o lo ts o f h a n ds-o n a c tiviti e s lik e c o m p l e tin g a rt proj e c ts, t a kin g w a lks, or a c tin g o ut st ori e s. It's O K t o c h e w g u m , t a p a p e n c il, sh a k e y o ur f e e t, w a lk a ro u n d , or ro c k in a c h a ir w hil e r e a d in g or stu d yin g. Us e fl a sh c a rds a n d a rr a n g e th e m in gro u ps t o sh o w r e l a tio nshi ps b e t w e e n i d e a s. Us e a c o m p ut e r t o r e inf or c e l e a rnin g thro u g h th e s e ns e o f t o u c h. 22 11  11-S e p -24 Alwa ys re m e mb er … Yo u sh o uld b e fl e xibl e in y o ur l e a rnin g. A d a p t t o d iff er e nt styl es a s m u c h a s y o u c a n. Alth o u g h y o u c a n b e c l a ssifi e d a c c ordin g t o a sp e c ifi c l e a rnin g styl e , n o o n e is p ur e ly of o n e styl e. Yo u Ar e Mix e d. 23 24 12 Writing and Presentation Skills Medical Education Department CMHS - AGU 2024 – 2025 Learning objectives By the end of this session, students will be able to: Identify the benefits of writing a paper. Outline the steps of writing a good paper. Choose a topic for writing your paper. Define a presentation. Plan for a good presentation. Prepare a good presentation. List important tips for presenting a good presentation. Introduction Writing and presenting information are important skills for anyone, especially a medical student and a health professional. Different tasks you face during your study at medical school and later after graduation (e.g., assignments, research activities, scientific reports, dissertations …) require the ability to scientifically and professionally write papers. Introduction A presentation is a process of communicating knowledge, thoughts, ideas, and/or research results to specific audiences. Setting Presentation Circuit: Presenter. Audience. Message. Message Setting/context. Audience Presenter Writing Skills Step 1: Choose your topic wisely Points to consider while choosing a topic Align with intended objective Interesting to you & audience Availability of sufficient information Innovative & creative Useful & applicable Step 2: Search and get Information There are several sources of information: Books. Scientific journals. Encyclopedia. Dictionaries. Thesauruses. Trusted Internet sites. Conference materials. Step 3: Prepare Bibliography Document the important content from the sources Cite the source – in the text Make a list (at the end of the document) according to number or alphabet Use the appropriate referencing style for each source of information. Step 4: Use Note Cards / reference management system Step 5: Prepare an Outline  Write an outline for your paper by organizing your notes from the note cards into topics, subtopics, details, and sub details. Use an organization such as: I. (topic) A. (sub-topic) 1. (detail) a. (sub-detail) Step 6: Write a rough draft  Use the outline to write a rough draft  As you write your draft, create bibliography using note cards / reference management system Step 7: Revise the rough draft  Take the role of the reader, read your rough draft carefully and critically evaluate  Revise / edit accordingly Step 8: Proofreading  This includes careful and thorough checking of the paper, to ensure it is free of typographical, grammatical, spelling, punctuation, syntax, formatting, and other errors. Step 9: Organize bibliography  At the end of the paper, provide a list of all the sources you used to gather information for the paper.  Use note cards / reference management system  Choose suitable referencing styles Step 10 (A): Prepare a title page  The title page is the first page of the paper (i.e., cover page).  It should include the title of your paper, your name, and the date on which the paper is due. Step 10 (B): Prepare table of contents  The table of contents is the second page.  It lists the main topics, important subtopics, and the page on which each is introduced in your paper. Step 11: Final Checklist  Before handing in your paper, be sure you can answer "Yes" to each of the following questions: Did I include a title page? Did I include a table of contents? Did I number all pages correctly? Did I provide footnotes / major sources of information? Did I include a bibliography? Did I keep a copy of my files for my reference ? Summary : Writing process Presentation Skills The 3 ‘P’s of Presentation Plan Prepare Present The 3 ‘P’s of Presentation Plan Plan Set your goal Brainstorm ideas and information Identify the suitable resources Know your audience beforehand The 3 ‘P’s of Presentation Prepare Prepare Opening (Tell them what you are going to say) Set and Follow an Organization 3 Parts Message (Tell them) Closing (Tell them what you told them) Preparation tips: First / Cover Slide The first slide must contain: The title Name, position & affiliation of the presenter +/- date, organization/institution logo etc Preparation tips: Outline/Objectives The 2nd slide must contain  List of objectives Follow the order for the presentation Only place main points on this slide Preparation tips: Slide structure Use 1-2 slides per minute of your presentation. Write in point form, not complete sentences. Include 4-5 points per slide. Avoid too many words Show one point at a time. This page contains too many words for a presentation slide. It is not written in point form, making it difficult both for your audience to read and for you to present each point. Although there are exactly the same number of points on this slide as the previous slide, it looks much more complicated. In short, your audience will spend too much time trying to read this paragraph instead of listening to you. Preparation tips: Animation Use Do not use distracting animation. Do not go overboard Avoid “noisy” animations Be consistent with the animation Use simple animation Preparation tips: Fonts - type Must be readable, even at the back of the room Use standard fonts e.g.: Times New Roman, Tahoma, Verdana, Calibri or Arial. Don’t Sacrifice Readability for Style don’t sacrifice readability for style Don’t Sacrifice Readability for Style Don’t Sacrifice Readability for Style. Preparation tips: Fonts - size This is a good title size Verdana 40 point A good subtitle or bullet point size Verdana 32 point Content text should be no smaller than Verdana 24 point This font size is not recommended for content. Verdana 12 point. Small fonts can be used for a footer, as shown below: Study Skills Course, CMHS, AGU : Writing skills Date: 07.10.24 Preparation tips: Fonts - combination Combining small font sizes with bold or italics is not recommended What does this say? Garamond Font, Italic, Bold 12pt. This is very difficult to read. Times Font, Bold, 12pt. This point could be lost. Century Gothic Font, Bold, Italic, 14pt. No one will be able to read this. Gill Sans Font, Condensed Bold, 12pt Preparation tips: Fonts - Caps & Italics DO NOT USE ALL CAPITAL LETTERS: Makes text hard to read Conceals acronyms Denies their use for EMPHASIS. Italics: Used for “quotes”. Used to highlight thoughts or ideas. Used for book, journal, or magazine titles. Preparation tips: Fonts - colors  Use a font color that contrasts sharply with the background. Ex: Dark font on a light background Blue font on a white background  Use color to reinforce the structure. Ex: light blue title and dark blue text.  Use color to emphasize a point  Avoid using a different color for each point or word. Preparation tips: Background Use backgrounds which are light. Use the same background consistently throughout the presentation. Avoid backgrounds that are distracting or difficult to read. Preparation tips: Font & Background This is a bad mix of This is a good mix of colors. Low contrast. colors. Readable! Unreadable! This is a bad mix of This is a good mix of colors. Avoid lighter colors. Readable! colors on white. Unreadable! Avoid combinations like these Preparation tips: Graphs and Charts Rationale for using graphs rather than just tables & words Data in graphs is easier to comprehend Trends are easier to visualize in graph form Always add title to the graphs / charts. Avoid complex graphs / charts. Preparation tips cont.… Comment on the graph / chart Preparation tips cont.… Comment on the graph / chart Preparation tips cont.… which of the following is easier to understand? January February March April Blue Balls 20.4 27.4 90 20.4 Red Balls 30.6 38.6 34.6 31.6 Items Sold in First Quarter of 2002 100 90 80 70 60 Blue Balls 50 Red Balls 40 30 20 10 0 January February March April Preparation tips cont.… Comment on the bar chart 100 90 90 80 70 60 Blue Balls 50 Red Balls 38.6 40 34.6 30 30.6 27.4 31.6 Minor gridlines are 20.4 20.4 unnecessary. 20 Font is too small. 10 Color labels don’t 0 January February March April match Title is missing. Shading is distracting. Preparation tips cont.…Spelling & Syntax Always proofread your presentation Ask for help from a friend / language expert if needed Preparation tips cont.…Conclusion Use an effective and strong closing: audience likely to remember your last words. take-home messages. Avoid ending a presentation abruptly. Use a conclusion slide to: Summarize the main points of your presentation. Suggest future avenues of research. Preparation tips cont.…Allow questions Invite your audience to ask questions. The 3 ‘P’s of Presentation Present Presentation tips 1: Dressing (get well dressed & be early) 2: Before you Speak (introduce yourself) 3: Maintain eye contact (scan audience eyes on a regular basis) 4: Be natural (do not imitate others / try new accent) 5: Hand movements (synchronize hand movements with words) 6. Body movements (don’t move too much / too little) Presentation tips 7: Voice modulation (vary the speed/tone of voice appropriately) 8: Silence (use silence effectively) 9: Avoid being overconfident / over-apologizing / arrogant 10: Avoid Jargons (not everyone can understand them) 11: Manage your time well 12. Handle questions wisely & politely Presentation tips 13: Posture (avoid showing your back / block the screen) 14: Use humor judiciously 15: Maintain the interest / attention of the audience 16: Practice ahead (use friends / family as mock audience) 17: Stay calm & relaxed (take deep breaths / think positive) 18: Thank audience at the end Summary Writing is an important skill for everyone. There are 10 steps for writing a good paper. A presentation is a two-way communication process. Planning and setting goals are important steps in making presentations. Use the appropriate fonts, backgrounds and animations without exaggeration. Give your audience the opportunity to ask questions and express inquiries, and handle that well. Don’t put down your audience, and thank them at the end of your talk.  11-Se p-24 Setting and A chieving G o als Me dic al Educ ation De p artm ent C MHS-A GU 2024-2025 1 Lesson’s Le arning Outc om es By the end of this lesson, stud ents will b e a ble to: – D e fin e g o a ls a n d g o a l s e ttin g. – R e c o g niz e th e im p ort a n c e o f s e ttin g g o a ls. – Id e ntify th e ty p e s a n d l e v e ls o f g o a ls. – D e fin e SM ART g o a ls. – Dis c uss g o a l s e ttin g str a t e gi e s. – Dis c uss th e f o ur-st e p a p pro a c h f or a c hi e vin g g o a ls. – Dis c uss so m e ti ps f or o v e r c o min g ro a d b lo c ks. – Dis c uss m o tiv a tio n in r e l a tio n t o s e ttin g a n d a c hi e vin g g o a ls. 2  11-Se p-24 Introduction and Definitions “THE VICTORY OF SUCCESS IS HALF WON WHEN ONE GAINS THE HABIT OF SETTING AND ACHIEVING GOALS.” — Og Mandino 3 Introduction and Definitions G o a ls a r e w e ll-d e fin e d p l a ns a im e d at a c hi e vin g a sp e c ifi c r e sult. – Th e y a re ro a d m a ps f or a c hi e vin g w h a t y o u w a nt in lif e. – Th e y re pr e s e nt a c o urs e o f a c tio n y o u int e n d t o p ursu e. – Th e y r e fl e c t y o ur v a lu e s a n d y o ur prioriti e s. 4  11-Se p-24 Introduction and Definitions G o a ls s e ttin g is th e pro c e ss o f i d e ntifyin g g o a ls th a t a n in d ivi d u a l or org a niz a tio n a ims t o a c hi e v e. – It in v olv e s d e v e lo p in g a n a c tio n p l a n d e sig n e d t o m o tiv a t e a n d g ui d e a p e rso n or gro u p t o w a rd th e s e g o a ls. 5 Why Setting G o als? Dire ction and Fo cus: G o a ls pro vi d e a c l e a r d ir e c tio n a n d h e l p y o u f o c us y o ur e ff orts o n w h a t’s im p ort a nt. Motiv ation: H a vin g sp e c ifi c g o a ls c a n b o ost y o ur m o tiv a tio n. A c c ounta bility: Wh e n y o u s e t a g o a l, y o u ’r e m or e lik e ly t o t a k e r e sp o nsi b ility f or y o ur a c tio ns a n d st a y c o m mitt e d t o a c hi e vin g it. Personal and Professional Growth: S e ttin g a n d a c hi e vin g g o a ls h e l ps y o u gro w. De cision M a king: Wh e n f a c e d with c h oi c e s, y o u c a n e v a lu a t e w hi c h o p tio ns a lig n b e st with y o ur g o a ls. 6  11-Se p-24 Typ es of G o als Four typ es of go als: A n imm e diate go al is a c hi e v a b l e within th e r a n g e o f a f e w h o urs t o a f e w d a ys. A short-term go al is a c hi e v a b l e within th e r a n g e o f a w e e k t o th e l e n g th o f a n a c a d e mi c t e rm. A n interm e diary go al is a c hi e v a b l e o v e r a tim e p e rio d o f a y e a r or m or e. A long-term go al is a c hi e v a b l e a ft e r a lo n g e r p e rio d o f tim e , usu a lly m e a sur e d in y e a rs. 7 Longer Term Long-term G o al e. g., e a rn th e M D d e gr e e with a n Levels of G o als e x c e ll e nt with first h o n or gr a d e. Interm e diary G o al e. g., p a ss y e a r 1 with a G P A of a t l e a st 3.7 / 4. Short-term G o al e. g., p a ss e a c h c o urse this t e rm with a t l e a st a n A. Imm e diate G o al e. g., c o m pl e t e e ss a y a ssig n m e nt b y 2 PM t o m orro w. Shorter Term 8  11-Se p-24 SMART G o als 9 SMART G o als G o als should b e: Sp e cific: – G o a ls sh o ul d b e c l e a r a n d sp e c ifi c , l e a vin g n o ro o m f or a m b i g uity. – Wh e n s e ttin g a sp e c ifi c g o a l, y o u kn o w e x a c tly w h a t is th a t g o a l a b o ut a n d w h a t is n e e d e d t o a c c o m p lish it. Me asura ble: – G o a ls sh o ul d b e m e a sur a b l e t o tr a c k pro gr e ss a n d kn o w w h e n th e g o a l h a s b e e n p a rti a lly or t o t a lly a c hi e v e d. 10  11-Se p-24 SMART G o als G o als should b e: A chiev a ble: – G o a ls sh o ul d b e r e a listi c a n d a tt a in a b l e , c o nsi d e rin g a v a il a b l e r e so ur c e s a n d c o nstr a ints. Relev ant: – G o a ls sh o ul d m a tt e r t o y o u a n d a li g n with o th e r r e l e v a nt o b j e c tiv e s – Th e y sh o ul d b e p e rtin e nt t o y o ur bro a d e r a i ms a n d a m b itio ns. Tim e -bound: – G o a ls sh o ul d h a v e a c l e a r ti m e lin e , in c lu din g a st a rt a n d finish d a t e. This c r e a t e s a s e ns e o f urg e n c y a n d pro m p ts ti m e ly a c tio n. 11 Two G o al Setting Strate gies Using a G o al Org anizer: A ch art th a t c o nsists o f six questions t o h e l p y o u p l a n a c o urs e o f a c tio n t o set a nd a chie v e a sp e cific g o al: 1. Wh a t is your g o al ? 2. Wh a t b enefits will y o u g a in b y a chie ving this g o a l? 3. Wh a t c onse quenc es will y o u e x p e ri e n c e b y not a chie ving this g o a l? 4. Wh a t obsta cles mi g ht y o u e n c o u nt e r w hil e w orkin g o n this g o a l? 5. H o w c a n y o u d e al with the o bsta cles e ff e c tiv e ly if th e y o c c ur? 6. Wh a t p e o ple or resourc es c o ul d h e l p y o u a c hi e v e this g o a l? 12  11-Se p-24 Two G o al Setting Strate gies Using the ABC Method: A g o a l-s e ttin g str a t e g y t o prioritize your g o als a c c ord in g t o ra nk of im p orta nc e. St e ps: 1. List all the go als you want to a chieve. 2. Assign a priority letter A, B, or C to the go als on your list: “A” G o als: th e m ost im p ort a nt t o y o u or th e o n e s y o u w a nt or n e e d t o a c hi e v e first. “B” G o als: n o t a s hi g h a priority a s th e “ A ” g o a ls. “ C ” G o als: n o t o f su c h im m e d i a t e im p ort a n c e. 3. Be gin working on the “A” go als. F ollo w b y “B” g o a ls, th e n “ C ” o n e s. 13 Four-Ste p A p pro a ch for A chieving G o als Ste p 1: Set SMART G o als G o a ls sh o ul d b e well-d efine d a n d d etaile d. A sp e c ifi c g o a l a nsw e rs q u e stio ns lik e w h a t , w hy , h o w , a n d w h e n. G o a l sh o ul d h a v e a cle ar dire ction a n d outc om e. A v oi d v a g u e t e rms a n d f o c us o n pr e c is e o ut c o m e s th a t c a n b e m e a sur e d or o bs e rv e d. W hil e a m b itio n is im p ort a nt, g o a ls sh o ul d b e a c hi e v a b l e within y o ur c urr e nt a bilities a n d resourc es. S e ttin g u nr e a listi c g o a ls c a n l e a d t o frustr a tio n a n d d e m o tiv a tio n. 14  11-Se p-24 Four-Ste p A p pro a ch for A chieving G o als Ste p 2: Set a Sp e cific Targ et Date and Tim e With o ut a d e a d lin e , g o a ls c a n b e c o m e pro c r a stin a tio n tr a ps. Se t a sp e cific d ate a nd tim e f or w h e n y o u e x p e c t t o c o m p l e t e e a c h g o a l. F or lo n g-t e rm g o a ls, br e a k the m into sm aller, m a n a g e a ble milestones with th e ir o w n d e a d lin e s. H a vin g a d e a d lin e m a k e s y o u a c c ounta ble to yourself. Y o u ’r e m or e lik e ly t o prioritiz e t a sks a n d st a y d is c i p lin e d w h e n y o u kn o w y o u h a v e a tim e fr a m e t o m e e t. 15 Four-Ste p A p pro a ch for A chieving G o als Ste p 3: Id entify Ste ps Involve d in Re a ching the G o al A c hi e vin g a g o a l c a n f e e l o v e rw h e lmin g if it s e e ms t o o b i g or c o m p l e x. Bre a king it d own into sm aller ste ps m a k e s th e pro c e ss m or e m a n a g e a b l e. Id e ntify w hi c h st e ps ne e d to b e d one first a n d w hi c h o n e s f ollo w. Tr a c k y o ur pro gr e ss b y fo cusing on one ste p at a tim e. C o m p l e tin g sm a ll e r t a sks k e e ps y o u motiv ate d as you mov e closer t o y o ur ultim a t e g o a l. 16  11-Se p-24 Four-Ste p A p pro a ch for A chieving G o als Ste p 4: Plan a Reward for Yourself When Re a ch G o al R e w a rds h e l p reinforc e p ositiv e b eh a vior a n d k e e p y o u m o tiv a t e d. C h o os e rew ards th at are m e a ningful t o y o u. B e min d ful o f not ov er-rew arding. Y o u w a nt th e r e w a rd t o m a t c h th e e ff ort. Us e b o th extrinsic (m a t e ri a l thin gs or a c tiviti e s) a s w e ll a s intrinsic ( e m o tio ns or f e e lin gs) r e w a rds. 17 Four-Ste p A p pro a ch for A chieving G o als 18  11-Se p-24 Ro a d blo cks Ro a d blo cks to a chieving go als are obsta cles or challeng es that hind er progress and m a ke it difficult to sta y on tra ck. Two typ es of ro a d blo cks: A. Internal: – O bst a c l e s th a t a ris e fro m within y o urs e lf, o ft e n r e l a t e d t o min ds e t, h a b its, or e m o tio n a l r e sp o ns e s. B. External: – O bst a c l e s th a t c o m e fro m o utsi d e f a c t ors, w hi c h a r e o ft e n b e y o n d y o ur d ir e c t c o ntrol. 19 Ro a d blo cks Internal Ro a d blo cks: – V a g u e or u n d e fin e d g o a ls. – Pro c r a stin a tio n. – F e a r o f f a ilur e or su c c e ss. – L a c k o f m o tiv a tio n. – N e g a tiv e min ds e t: – Se lf-c riti c ism , p e rf e c tio nism , or p e ssimism th a t d isc o ur a g e s pro gr e ss. – Po or tim e m a n a g e m e nt. 20  11-Se p-24 Ro a d blo cks External Ro a d blo cks: – Limit e d or insuffi c i e nt r e so ur c e s. – Ext e rn a l c ir c u mst a n c e s: – Un pr e d i c t a b l e lif e e v e nts lik e illn e ss, f a mily r e sp o nsi b iliti e s, or e n viro n m e nt a l c h a n g e s. – Distr a c tio ns a n d c o m p e tin g prioriti e s. – L a c k o f su p p ort (fro m m e nt ors, c oll e a g u e s, f a mily …). 21 Tips for O verc oming Ro a d blo cks For Internal Ro a d blo cks: – R e c o n n e c t with y o ur "w h y “. – Br e a k y o ur g o a l int o sm a ll e r, m or e m a n a g e a b l e t a sks. – D o n ’t b e a fr a i d o f f a ilur e ; b ut r e fr a m e it a s a l e a rnin g o p p ortu nity. – A v oi d h a rsh s e lf-c riti c ism w h e n thin gs d o n ’t g o a s p l a n n e d. – S e t sp e c ifi c d e a d lin e s f or sm a ll e r t a sks a n d sti c k t o th e m. – F o c us o n pro gr e ss, n o t p e rf e c tio n ( a v oi d p e rf e c tio nism). – R e p l a c e n e g a tiv e s e lf-t a lk with p ositiv e a ffirm a tio ns. 22  11-Se p-24 Tips for O verc oming Ro a d blo cks For External Ro a d blo cks: – Us e th e a v a il a b l e r e so ur c e s c r e a tiv e ly a n d i d e ntify a lt e rn a tiv e r e so ur c e s. – B e sur e th a t th e a v a il a b l e r e so ur c e s a r e suit a b l e f or th e g o a ls. – Id e ntify tim e -w a stin g a c tiviti e s th a t c a n b e r e d u c e d or e limin a t e d. – C o m m u ni c a t e y o ur g o a ls t o fri e n ds, f a mily, or c oll e a g u e s. – C r e a t e a d e d i c a t e d sp a c e f or w ork th a t minimiz e s d istr a c tio ns. 23 Motiv ation in Setting & A chieving G o als M o tiv a tio n is a crucial driving forc e in s e ttin g a n d a c hi e vin g g o a ls. It h a s t w o ty p e s: Internal motiv ation: – C o m e s from within a n d is driv e n b y p e rso n a l s a tisf a c tio n or p a ssio n f or a t a sk. External motiv ation: – Influ e n c e d b y extern al rew ards or pressures, su c h a s w orkin g t o w a rds a pro m o tio n, fin a n c i a l in c e ntiv e s, or pr a is e fro m o th e rs. 24  11-Se p-24 Motiv ation in Setting & A chieving G o als In r e l a tio n t o s e ttin g a n d a c hi e vin g g o a ls, m o tiv a tio n h e l ps: Initiate a ction: It p ush e s y o u t o st a rt w orkin g t o w a rd y o ur g o a ls. Sustain effort: D urin g s e t b a c ks or ro a d b lo c ks, m o tiv a tio n k e e ps y o u c o m mitt e d. Provid e dire ction: It h e l ps c l a rify th e im p ort a n c e o f y o ur g o a l, r e inf or c in g w h y y o u a r e w orkin g t o w a rds it. 25 26  Time Management Medical Education Department CMHS-AGU 2024-2025 Lesson’s Learning Outcomes By the end of this lesson, students will be able to: – Define time management. – Discuss the importance of time management. – Identify common time wasters. – Discuss the good practices in time management. – List the characteristics of good time managers. – Identify important time management tools and techniques. – Discuss the importance of avoiding procrastination. – Discuss the need for maintaining work-life balance. Introduction and Definitions Introduction and Definitions In medical school, students face high volumes of information, long hours of study, and the need to balance academic/clinical responsibilities and life activities. Efficient time management helps students prioritize, reduce stress, and succeed academically while maintaining personal well-being. Introduction and Definitions Time management is: “the process of planning and exercising conscious control over the amount of time spent on specific activities to increase efficiency and productivity” Importance Poor time management often leads to: - Cramming before exams. - Burnout and anxiety. - Missing deadlines with last-minute rushes. - Poor work-life balance. Importance Good time management often leads to: - Covering all subjects and proper preparation for exams. - Reducing stress. - Improving focus on important goals. - Enhancing productivity. - Sparing time for relaxation and self-care. Common Time Wasters Social Media: Constant checking of notifications or scrolling through feeds can waste hours without realizing it. Passive Study Techniques: Spending too much time re- reading notes or highlighting instead of engaging in active learning strategies like practice questions. Long Study Sessions Without Breaks: Studying for long periods without breaks can lead to burnout and reduced retention. Non-Strategic Study Planning: Focusing on low-yield topics while neglecting high-yield ones needed for exams. Common Time Wasters Unfocused Study Groups: Participating in study groups that turn into social gatherings rather than effective collaboration. Ineffective Note-Taking: Copying long chunks of text without summarizing key concepts. Multitasking: It’s a myth that multitasking is productive. Switching between tasks can reduce efficiency by up to 40% due to the brain's cognitive switching cost. Unorganized Study Spaces: Wasting time looking for things due to clutter and lack of organization. Good Practices for Time Management A few good practices can help manage time effectively: Effective planning. Setting goals. Putting deadlines. Time blocking. Breaks and rest. Delegation of responsibilities. Prioritizing activities as per their importance. Spending the right time on the right activity. Good Practices for Time Management Effective Planning: Plan your day well in advance. – Prepare a To-Do list. – Allocate suitable time to each activity. Complete pending tasks one by one. – Do not begin fresh work unless you have finished previous tasks. Tick the ones you have already completed. Ensure you finish tasks within the stipulated timeframe. Good Practices for Time Management Setting Goals: Setting SMART goals provides clear direction, helping individuals focus their time and resources on achieving important tasks efficiently. Goals foster motivation and accountability, allowing progress tracking and ensuring a sense of accomplishment as objectives are reached. Good Practices for Time Management Setting Deadlines: Setting deadlines helps create a sense of urgency, keeping individuals focused on completing tasks within a specific time frame. Ask yourself “how much time needs to be devoted to a particular task?” Set deadlines for every task, and be committed to: – Strictly following the set deadlines. – Allow nothing to distract you from meeting the deadline. Good Practices for Time Management Time Blocking: Allocate blocks of time for specific activities (e.g., doing assignments, working on projects …). This can prevent tasks from overlapping and enhance focus. Breaks and Rest: Taking regular breaks improves productivity and prevents burnout. – The Pomodoro Technique (25 minutes of focused work followed by a 5-minute break) is an effective way to maintain energy throughout the day. Good Practices for Time Management Delegation of Responsibilities: Don’t do everything on your own, there are other people as well. Delegate responsibilities so you can focus on high-priority tasks and leave less critical duties are efficiently managed by others. Effective delegation reduces stress and prevents overload, helping to save time and prevent burnout. Good Practices for Time Management Spending the Right Time on the Right Activity: Develop the habit of doing the right thing at the right time. – Work done at the wrong time is not of much use. Keep some time separate for your personal affairs (e.g., calls, checking social media updates, chitchatting with friends and family, …): – After all human being is not a machine. Good Practices for Time Management Prioritizing Activities According to Their Importance: Prioritizing tasks and activities is a fundamental aspect of effective time management, helping individuals focus on what truly matters. Prioritize tasks and activities as per their importance and urgency: – Know the difference between important and urgent work. Identify which tasks require immediate attention and those that can wait. Prioritizing Activities According to Their Importance Prioritizing Activities According to Their Importance Prioritizing Activities According to Their Importance and Urgency Urgent-Important (Eisenhower) Matrix Characteristics of Good Time Managers Organized: Being organized saves time which goes on unnecessary searching. They avoid keeping stacks of files and heaps of papers at their desks: – They throw all what they don’t need. They put important documents in folders or keep them in their respective drawers with labels on each file. Characteristics of Good Time Managers Don’t Misuse Time: Concentrate and finish assignments on time: – They don’t wait till the last moment. Do not kill time by loitering or gossiping around. Always remember that success comes from hard work and proper use of time, not from playing around. First complete their work and then do whatever they feel like doing. Characteristics of Good Time Managers Focused: Have the habit of using planners, organizers, calendars for better time management. Set reminders on phones or personal computers. Time Management Tools & Techniques Some tools and techniques can help in managing time. Examples: Digital Calendars (e.g., Google Calendar, Microsoft Outlook, or Apple Calendar) help schedule tasks, set reminders, and block time for essential activities. Time Management Apps (e.g., Todoist, Trello, and Notion) help organize tasks and projects, prioritize them, and keep track of deadlines. Time Management Tools & Techniques Examples: Batching Tasks: Group similar tasks together to complete them more efficiently (e.g., responding to emails in one time slot, making phone calls in another). This minimizes the time spent switching between tasks. The Two-Minute Rule: If a task can be done in less than two minutes, do it immediately. This prevents small tasks from piling up and becoming overwhelming. Procrastination Definition of Procrastination: Procrastination is the thief of time and the enemy of success. It is “The act of delaying or postponing decisions or tasks that may be more challenging or less enjoyable”. Forms of Procrastination: Active Procrastination: This occurs when individuals intentionally delay tasks to use the pressure of a looming deadline as motivation. Procrastination Definition of Procrastination: Procrastination is the thief of time and the enemy of success. It is “The act of delaying or postponing decisions or tasks that may be more challenging or less enjoyable”. Forms of Procrastination: Passive Procrastination: Individuals avoid tasks entirely, often leading to anxiety and decreased productivity. – This can manifest in avoidance behaviors like mindlessly scrolling through social media instead of studying. Procrastination Definition of Procrastination: Procrastination is the thief of time and the enemy of success. It is “The act of delaying or postponing decisions or tasks that may be more challenging or less enjoyable”. Forms of Procrastination: Chronic Procrastination: Persistent procrastination that impacts various areas of life and can be linked to deeper psychological issues like anxiety. – Chronic procrastinators always have low self-esteem. Procrastination Causes of Procrastination: Fear of Failure: Students may delay studying for an exam because they fear the outcome of their efforts. Fear of Success: Paradoxically, some students may fear the responsibilities and expectations that come with success and the pressure to maintain a high level of performance, leading to hesitation and avoidance. Perfectionism: Those who set excessively high standards for themselves may procrastinate out of fear that their work will not meet their expectations. Procrastination Causes of Procrastination: Mental Overwhelm: A large volume of material can make tasks seem impossible, leading to avoidance, hence delaying their start. Lack of Interest: Students may find the subject matter uninteresting or irrelevant, so they may procrastinate rather than engage with it. Distractions: For example, constant notifications from smartphones or social media can easily divert attention away from important tasks. Procrastination Strategies to Overcome Procrastination: Set Clear Goals: This helps clarify priorities and motivate individuals to act. Break Tasks into Smaller Steps: Divide larger tasks into manageable segments to avoid feeling overwhelmed. Use Time Management Techniques (e.g., 25 minutes followed by a 5-minute break): This can enhance focus and reduce the feeling of being overwhelmed. Procrastination Strategies to Overcome Procrastination: Set Deadlines: Establishing self-imposed deadlines can help create a sense of urgency and motivate individuals to complete tasks sooner. Practice Self-Compassion: Forgiving oneself for past procrastination and focusing on moving forward. Have a Clutter-Free Study/Work Area: This would be associated with more productive work and satisfaction, which reinforce positive habits and help avoid procrastination. Maintaining Work-Life Balance Importance of Rest and Self-Care: Rest, physical activity, and time for personal interests are critical to maintaining performance. – Take regular breaks, engage in physical activities, and pursue hobbies to refresh mind. Recognizing Burnout: Recognize early signs of burnout, such as feeling overwhelmed, losing interest in studies, or experiencing physical fatigue, and seek proper help. Setting Boundaries: Define "work hours" and "personal time" to prevent work from spilling over into your personal life. Exercise Use the Urgent-Important (Eisenhower) Matrix to prioritize your activities. - Give examples in each quadrant. - How much time do you spend in each quadrant?  Teamwork and Collaborative Learning Medical Education Department CMHS-AGU 2024-2025 Objectives Define team Describe the importance of team working Describe the stages of team formation Outline the characteristics of effective team Explain different methods for small group learning Team Small group of individuals who share goals, commitment, & skills to complete complex tasks Teams perform beyond the capacity of individuals working alone. A team is a group of individuals, but a group of individuals is not necessarily a team. Teamwork Teamwork is defined as the combined effort of a group of people, working towards a common goal In healthcare, effective In education, teamwork teamwork is crucial for helps students build delivering high-quality essential communication patient care and leadership skills Examples of Teamwork in Healthcare Multidisciplinary teams: often include doctors, nurses, pharmacists, therapists, and social workers, all collaborating for patient care Emergency care Surgical teams: teams: rapid surgeons, collaboration anesthesiologists, & between nurses work closely paramedics, together in a emergency room coordinated fashion doctors, and nurses Small group as a team It is a group of eight to 12 learners facilitated by a teacher. It is a learner-centered setting, with all students joining in free discussion of a particular topic. Why learning in small groups is so important? Developing positive and informed attitudes to collaborative work. Developing skills in problem-solving, teamwork, evaluating and decision- making. Providing students the opportunity for more active involvement. Different forms of small groups Problem Based Learning Community based training Clinical rounds. Research projects. Interprofessional education Team Based Learning Stages of team development Forming Storming Norming Performing First Stage: Forming Feelings: Behaviors: Excited & eager about the task Lots of questions reflecting both Feel some anxiety. excitement & uncertainty. Team Tasks: Tutor : Create structure, goals & roles Setup guidelines Members begin to build trust. Directive Second Stage: Storming Feelings: Behaviors: Frustration or anger with the Less polite team's progress or process Disagreements Team Tasks: Tutor : Develop both task-related skills & Manage conflict conflict management skills. Still directive Third Stage: Norming Feelings: Behaviors: Increasing acceptance Meaningful communication Constructive criticism Refocus on ground rules & tasks Team Tasks: Tutor : Increase in productivity Participative Evaluation of team processes Help towards perform stage Fourth Stage: Performing Feelings: Behaviors: Satisfaction in team's progress. Assist one another. Attached to the team Differences are appreciated Team Tasks: Tutor : Significant progress towards goals Observe Accomplishments are celebrated Encourage Teams enable collaborative learning An educational approach It fosters deeper where individuals learn It encourages students to share knowledge, understanding, critical by working together in thinking, & retention of groups learn from each other, and apply different information perspectives to solve complex problems Challenging team members (Jacques 2003): Dominant / arrogant Argumentative Always joking / bored Constantly late Lazy / shy Delicate & tearful Mentally disturbed Ground rules for small group sessions Starting and finishing on time Coming prepared Listening to others without interruptions Saying when you don’t understand Addressing the whole group and not just the leader / facilitator Switching off mobile phones Treating others’ contributions with respect Keeping personal issues out of the task Maintaining confidentiality within the group What does make a successful team? Clear Communication: Team members Common purpose communicate openly and clearly, ensuring that everyone is on the same page Measurable goals Defined Roles: Each member has a Effective leadership specific role, ensuring that the workload is distributed evenly Mutual respect Mutual Respect and Trust: Team members Clear communication value each other's contributions and trust in one another's abilities Conflict resolution Conflict Resolution: The team has mechanisms in place to address disagreements constructively and efficiently Conclusion Effective teamwork leads to better patient outcomes & improved healthcare delivery. All teams undergo different stages of group dynamics Clear communication is the key for success Follow the ground rules Trust & respect all team members. Regular feedback & reflection is essential for growth  Adult and Independent Learning Medical Education Department CMHS-AGU 2024-2025 Lesson’s Learning Outcomes By the end of this lesson, students will be able to: – Define learning, learning principles & theories, learning strategies, andragogy & pedagogy, & adult learning. – Differentiate between andragogy & pedagogy. – Discuss the principles of adult learning. – Discuss some tips for application of adult learning principles. – Define independent learning. – Differentiate between dependent & independent learners. – Describe teacher’s role in independent learning. Introduction As people progress from childhood to adulthood, their mode of learning changes. – Progress is not merely in age, but in psychological and intellectual maturity. Higher education institutions shift from teacher-centered education (pedagogy) to learner-centered education (andragogy). Adults need to be assisted in understanding themselves as learners. Introduction Learning vs. Teaching 1 2 Introduction Andragogy Pedagogy Definitions Learning ‫اﻟﺘﻌﻠﻢ‬: – Long-term change in behaviors as a result of experience. – The act of acquiring new, or modifying and reinforcing existing, knowledge, behaviors, skills, values, or preferences. Learning cannot be said to occur unless there is a change in BEHAVIOR. Definitions Principle ‫ﻣ ﺪأ‬: – A fundamental fact on which other truths can be built. Example: The basic principles of Islam. Theory ‫ﻧﻈ ﺔ‬: – A system of ideas intended to explain something. Example: Darwin's theory of evolution. Definitions Learning Theories ‫ﻧﻈ ﺎت اﻟﺘﻌﻠﻢ‬: – The underlying mechanisms that are involved in learning and how and why it takes place. – An attempt to describe how people learn. Example of Learning Theories: Constructivism Theory. Definitions Learning Strategies ‫اﺳ اﺗ ﺠ ﺎت اﻟﺘﻌﻠﻢ‬: – Approaches used by students to help themselves understand information and solve problems. – A person's approach to learning and using information. Students who don’t know or use good learning strategies often learn passively and could ultimately fail in school. Andragogy vs. Pedagogy Pedagogy Andragogy Educating Children Helping Adults Learn Ped (child) + agogos Andro (man or adult) + (lead) = Pedagogy agogos (lead) = Andragogy (Leading Children) (Leading Adults) Andragogy vs. Pedagogy Pedagogy Andragogy The art and science of teaching The art and science of helping students. adults learn. Traditional, teacher-centered. Learner-centered, self-directed, goal-oriented. Teacher’s role: Source of Teacher’s role: Facilitator, information. motivator, mentor, guide... Teacher decides for the children Learner decides what, how, when, what, how, when, and where to be and where to learn and assesses learned. own performance. Principles of Adult Learning 1. Adults are autonomous and self-directed. – Self-directed learning is the most typical way in which adults choose to learn. 2. Adults bring a wealth of background knowledge and life experiences to learning contexts. – Experience lies at the heart of adult learning. Principles of Adult Learning 3. Adults are goal-oriented. – Adults are more likely to retain and retrieve information if it is relevant to their future goals. 4. Adults are relevancy-oriented and like to apply what they learn. – Adults have a desire to know why they should learn something in order to learn it effectively. Principles of Adult Learning 5. Adults are intrinsically and extrinsically motivated to learn. – Motivation is the natural human capacity to direct energy toward a goal. 6. Adults learn best when they are active participants in the learning process. – Adults like to work on things to learn them well. Principles of Adult Learning 7. Adults learn more effectively when given timely and constructive feedback on their learning. – Adults need to know when they are learning correctly. 8. Adults have different learning preferences/styles. – Not all individuals learn in the same way. Applying the Principles of Adult Learning: Some Tips  Principle 1: Adults are Autonomous and Self-directed Tips for Application Take responsibility for your own learning. Set your own goals and identify your own learning needs. Manage your time effectively.  Principle 2: Adults Bring Background Knowledge and Life Experiences Tips for Application Let your teachers know your background knowledge. Identify causal connections and apply to problems for problem-solving. Associate what you learn with what you already know.  Principle 3: Adults are Goal-oriented Tips for Application Ask yourself “what do I expect to learn?” and “how will this learning meet my own goals?” Keep your eyes on your goals and verify their achievement.  Principle 4: Adults are Relevancy-oriented and Like to Apply What They Learn Tips for Application Ask yourself “what do I expect to learn?” and “how will this be applied in my future professional role?” Make connections to your own goals to see relevance. Commit to apply what you have learned practically.  Principle 5: Adults are Intrinsically and Extrinsically Motivated to Learn Tips for Application Determine how your learning will benefit you practically. Challenge yourself to achieve more and better outcomes. Don’t just attune your learning to assessment or teacher demands.  Principle 6: Adults Learn Best When They are Active Participants in the Learning Process Tips for Application Engage in opportunities for problem-solving, hands-on activities, questioning, sharing experiences … etc. Actively participate in group work. Focus on activities that require you to practice a skill or apply knowledge.  Principle 7: Adults Learn More Effectively When Given Timely and Constructive Feedback Tips for Application Seek and use opportunities for feedback from teachers and peers. Reflect on your strengths and weaknesses (or areas for improvement) and plan for using information for personal development.  Principle 8: Adults Have Different Learning Preferences/Styles Tips for Application Evaluate and understand your learning style. Keep in mind that it is better to vary the methods/styles by which you learn. Health professions students need to use multiple learning styles. Independent Learning Definition: A process in which students take increasing responsibility for: – Identifying their own “needs-to-know”, – Searching for and gaining knowledge on their own, – Learning on their own with minimum supervision, – Actively seeking ways to solve their own learning problems, and – Assessing their learning to see if their “needs-to-know” are met. A Short Story Swimming Lesson (1) Swimming Lesson (2) Swimming Lesson (3) Swimming Lesson (4)  Do you think this is independent learning? Why? Why not? Independent Learning Isn’t: Is: simply abandoning a different way of “lectures” and telling helping students learn. students to learn on facilitating and their own. supporting students to placing the learn increasingly on responsibility for their own. learning entirely on the students. Dependent vs. Independent Learners DEPENDENT Learners INDEPENDENT Learners Rely heavily on the teacher. Are self-reliant. Do not know their strengths and Know their strengths and weaknesses. weaknesses. Do not plan, set goals or decide. Plan, set goals and decide. Think that the teacher is Take responsibility for their own responsible for all their learning. learning. They don’t reflect on their own They reflect on their own learning learning progress. progress. Teacher’s Role in Independent Learning Facilitator of learning. Designer of learning activities. Motivator. Supervisor. Resource person (subject matter expert). Evaluator of student progress. Feedback provider.  Student Assessment Medical Education Department CMHS-AGU 2024-2025 Lesson’s Learning Outcomes By the end of this lesson, students will be able to: – Define student assessment. – List the functions of assessment. – Identify the types of student assessment. – Recognize what should be assessed in medical students. – Identify who should do the student assessment. – Identify the characteristics of good student assessment. – Self- and peer-assessment. – Define effective feedback and list its main characteristics. Introduction Assessment is the “necessary evil”. The only way to know whether the students learned or not is to assess them; to check whether they achieved what is taught or not: – No student assessment = No proof of learning. Assessment drives learning: “steering effect of assessment”. Planning for assessment must start with and go parallel to planning for instruction. Introduction Five questions to ask about student assessment: What should be assessed? – Knowledge, skills, attitudes … How should it be assessed? – Written or performance- based. Why assess? – Assessment of Learning vs. Assessment for Learning. When to assess? – Summative, formative, continuous … Who should assess? – School, national body, self … Definition The word ‘assess’ comes from the Latin verb ‘assidere’ meaning ‘to sit beside’ or ‘to sit with’. This Latin root reflects the concept of sitting beside someone to provide guidance, support, or evaluation. Student Assessment is: “All the procedures used in gathering information about student learning, forming value judgments concerning learning progress, and enhancing and guiding learning” Student Assessment – Focus If these assessment procedures are designed to assess student’s relative standing (ranking) among some known group, it is then called “norm- referenced assessment”. If these procedures are designed to assess absolute achievement of a clearly defined learning tasks, it is called ”criterion-referenced assessment”. Student Assessment – Focus Norm-referenced Criterion-referenced Assessment Assessment Assessment procedures are Assessment procedures are designed to assess designed to assess student’s relative standing absolute achievement of a (ranking) among some clearly defined learning known group. tasks. Functions of Student Assessment Different types of student assessment serve several functions: 1. Measuring learning and progress. 2. Motivating students. 3. Helping retention and transfer of knowledge. 4. Diagnosing learning gaps. 5. Guiding learning activities. Functions of Student Assessment Different types of student assessment serve several functions: 6. Granting grades to students passing a course. 7. Upgrading students to higher classes 8. Awarding degrees, certifications, or licenses 9. Relative ranking of students. 10.Evaluating instructional effectiveness. Types of Student Assessment Regarding purpose, student assessment can be classified as: Readiness Placement Formative Diagnostic Summative Assessment Assessment Assessment Assessment Assessment Functions of Student Assessment Readiness Assessment: The primary goal is to assess whether students are adequately prepared to succeed in a particular course, module, or unit. – It helps instructors determine if students possess the foundational knowledge or skills required for upcoming learning tasks. It ensure that all students start with a solid foundation, minimizing the risk of falling behind as the course progresses. Functions of Student Assessment Placement Assessment: Done for measuring the extent of knowledge/skills of the students at the beginning of the course of study to decide at which level he/she will be placed. It is an entry exam, not an exit one. Not done to judge the achievement of the student, but to avoid duplication of instruction. Functions of Student Assessment Formative Assessment: Assessment in the classroom during teaching/learning activities. Gives students feedback to help them improve their learning and performance so that they achieve the learning outcomes. Done to check for students’ understanding and discover difficult content so that the teacher can improve on teaching. It is “Assessment for Learning”. No marks are allocated for such type of assessment. Functions of Student Assessment Diagnostic Assessment: Done to identify learning gaps and specific areas needing improvement before progressing in a course. – Example: A student who understands the theoretical knowledge but struggles to apply that knowledge in clinical settings. Done early in the course to address deficiencies early. Provides detailed, actionable feedback to guide and tailor instruction and prevent students from falling behind. Functions of Student Assessment Summative Assessment: Assessment of the students’ achievement at the end or middle of the year, semester, unit, …. Done to certify competence or grant grades. It is “Assessment of Learning”. Marks are allocated, interpreted, and reported to the students themselves as well as the school. Student Assessment – Focus Formative Assessment Summative Assessment Assessment FOR learning. Assessment OF learning. Occurs during instruction. Occurs after instruction. Feedback is the central Feedback is not as function. important. Continuous. Periodic. Informal (No marks Formal (Marks are allocated). allocated). Assessment of Knowledge Knowledge (cognition) can be assessed through written tests (called paper-and-pencil). Types of paper-and-pencil tests: Selection-Type (Examples: MCQ, True/False, and Matching). Supply-Type (Examples: Short-Answer, Short Essay, Long Essay and Modified Essay). Assessment of Knowledge Multiple-Choice Questions (MCQs): Most common question type used for the assessment of knowledge because of their: Effectiveness: MCQs can tell “who does know” and “who does not”. Validity: MCQs measure what they’re supposed to measure. Reliability: MCQs have a high degree of reliability because they are objectively scored. Assessment of Knowledge Multiple-Choice Questions (MCQs): MCQs have the following problems: – Constructing good MCQs is not an easy task. – MCQs are not effective in measuring problem-solving abilities and creation. – Scores in MCQs can be influenced by guessing. Assessment of Skills and Attitudes Skills – can be assessed through practical and clinical exams (performance exams). Tasks in such assessment can be either: – Extended Response (Example: Long Case Examinations). – Restricted Response (Examples: OSCE and OSPE). Attitudes – are the most difficult to assess: – Assessment of attitudes can be done through observation and using specific rating scales called Likert scales. Who Carries Out Assessment? Assessment can be carried out through: Home-made exams – teachers within the institution prepare and implement assessments. National bodies – a national body prepares and implements nationwide assessments of all medical students. Self-assessment – students assess their own performance. Peer-assessment – students assess the performance of their peers. Characteristics of Good Assessment In addition to fairness, there are certain characteristics that should be present in any assessment to be a good one: Educational Validity Reliability Impact Cost Acceptability Utility = Validity × Reliability × Educational Impact × Cost × Acceptability Self- and Peer-Assessment Self-assessment: – The process where students evaluate their own performance or learning outcomes. Peer-assessment: – The process where students evaluate their peers' work or performance. These skills are vital in healthcare, where self-reflection and teamwork are critical for patient safety and continuous professional development. Benefits of Self- and Peer-Assessment Self-Assessment: Improves motivation: Students take ownership of their learning, fostering intrinsic motivation. Promotes lifelong learning: Encourages habits of reflection and self-evaluation critical for ongoing professional development in healthcare. Fosters critical thinking: Helps students analyze their own strengths and limitations, key in clinical reasoning. Benefits of Self- and Peer-Assessment Peer-Assessment: Feedback skills: Learning how to give and receive feedback is crucial in clinical practice. Collaborative learning: Encourages group discussions, knowledge-sharing, and collective problem-solving. Improve patient care: In clinical settings, it reflects real- world situations where healthcare providers rely on each other’s input to improve patient care. Challenges in Self- and Peer-Assessment Bias and subjectivity: – Self-assessment bias: Students may either overestimate or underestimate their performance. – Peer-assessment bias: Friendships, mutual benefit, or competition can influence peer assessments. Low self-confidence: – Some students may lack confidence in their ability to assess themselves or others. Challenges in Self- and Peer-Assessment Fear of judgment: – Students may feel anxious about being assessed by peers. Time constrains: – Self- and peer-assessments can be time-intensive for both students and instructors. Perceived unfairness: – If students feel that peer assessments are subjective or influenced by personal relationships, they may lose trust in the process. Feedback in Student Assessment Feedback is information about reactions to a product, a person's performance of a task, etc., which is used as a basis for improvement. It is a very important educational tool. Effective feedback should: Focus on both Not be Be immediate Be specific strengths and personal weaknesses