by
Dr.Sawsan Mustafa Abdalla
Associate Professor
COLLEGE OF MEDICINE, MAJMAAH UNIVERSITY
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MODULE INFORMATION
Module Title Medical Learning Skills
Module Code & Number
Credit Hours
Module Duration
Module Starting Date
Module Coordinator
Associate Module Coordinator
MEDU 111
2
Longitudinal
1 / 09/ 2014
Dr. Sawsan Mustafa Abdalla
Mr. Nida Gulzar
Module Committee Members
Dr. M. O. Alrukban
Dr. Khalid A. W
Dr.Laeeq Elzuman
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 Describe different teaching and learning methods used in undergraduate medical education, to maximize learning.
(C, E, A)
 Identify their individual learning needs.
(E, C)
 Identify their predominant learning style(s).
(E, C)
 Identify and use different learning resources effectively.
(E, A,C)
 Identify and use different learning resources effectively.

COURSE CONTENT ORGANIZATION
TOPIC TEACHING
& LEARNING
METHOD
TIME
(HOURS)
INTRODUCTION TO THE ACADEMIC SKILLS

Learning outcomes

Course content organization
 Assessment
 What you are expected to do?
Lecture
1
HOW IS LEARNING IN UNIVERSITY DIFFERENT?

Formal and informal education

How to benefit from university education
 Difference between professional and academic training
INSTRUCTIONAL METHODS OF THE CURRICULUM
 What are instructional methods?
 Different instructional methods used in the curriculum

How to get the best of these instructional methods?
Lecture
Lecture
1
1
5

TOPIC
HOW TO GET THE BEST OUT OF LECTURES?

Things to do before a lecture
 Things to do during a lecture
 Things to do after a lecture
STUDY SKILLS I:
HOW TO REMEMBER WHAT I LEARN?

Neuro-physiological basis of memory

Short and long term memory
 Forgetting curve
 Strategies for increasing retention
GROUP LEARNING (SMALL GROUP I)
 Define a ‘group’
 Explain the structure of a small group learning session
 Apply group dynamics to a small group learning session

Explain the life cycle of a group

Explain the advantages of small group learning
 Describe various small group sessions
(PBL, CD and other learning sessions to be taken by students)
TEACHING &
LEARNING METHOD
TIME
(HOURS)
Lecture
Lecture
Lecture
1
2
2
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TOPIC
LEARNING OUTCOMES OF COLLEGE OF
MEDICINE, MAJMAAH UNIVERSITY
UNDERGRADUATE CURRICULUM
 Describe what is a curriculum
 Understand curriculum learning outcomes
 Describe in detail the Majmaah curriculum outcomes
TEACHING &
LEARNING METHOD
TIME
(HOURS)
Lecture 1
STUDY SKILLS II:
READING, WRITING AND LISTENING SKILLS

Techniques of fast reading
 Note taking
 How to be an active listener?
 Summarizing
Lecture
Small group learning session; i.e. students in small groups will read a short passage and write a short summary individually (1
– 2 page in length). Then they will compare their summaries with each other.
1
1
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TOPIC TEACHING & LEARNING
METHOD
TIME
(HOURS)
SELF ASSESSMENT AND
REFLECTIVE LEARNING

What is self-assessment
 What is reflective learning
 Models of reflective learning
 Kolb’s cycle
Lecture
Small group learning ; i.e.
writing a reflective log: students will identify a daily incident that they experienced, then document a (1
– 2 page) description of the experience, what they learned, what more they have to learn, how they can learn it, and how the new learning can be applied to practice. Finally, students will present and compare their writings with each other. The tutor will also provide feedback.
1
1
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TOPIC
LEARNING THEORIES
 Evolution of learning theories
 Active versus passive learning
 Adult learning theories
TEACHING & LEARNING
METHOD
Lecture
TIME
(HOURS)
1
LEARNING STYLES
 Evolution of learning theories
 Active versus passive learning
 Adult learning theories
Lecture
Small group learning session; i.e. students individually fill out a (1 –
2 page) learning style inventory, and then compare and discuss their own learning style with others in the group.
Finally they should discuss and find out/devise what is the best learning strategy (strategies) to suit their own learning style(s).
1
1
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TOPIC
INTRODUCTION TO ASSESSMENT METHODS
USED IN MEDICAL INTRODUCTION AND THEIR
RATIONALE.

Why assessment?
 Formative and summative assessment
 Classification of assessment methods
 Characteristics of a good assessment
TEACHING &
LEARNING METHOD
TIME
(HOURS)
Lecture
1
PEER LEARNING AND PEER ASSESSMENT

Who is a peer?

Advantages and disadvantages of peer learning
 Advantages and disadvantages of peer assessment
HOW TO GIVE AND RECEIVE FEEDBACK?
 Why feedback?
 Criteria for good feedback
 Structure of a good feedback session
 Defensive mechanisms
Lecture
Lecture
2
1
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TOPIC
GROUP LEARNING (LARGE
GROUP)
 Explain the structure of a large group learning session
 Apply group dynamics to a large group learning session
 Describe various large group sessions
(conference, symposium, tutorial, role play, debate and other learning sessions to be taken by students)
 Explain the advantages of large group learning
Educational strategies of the curriculum
 Identify problems related to Medical
Education

Describe systems and systems approach

Describe educational objectives
(definition, purpose, types, taxonomy and domain)
 Explain group dynamics (creative thinking, fixing priorities, student centred outcome based education)
TEACHING & LEARNING
METHOD
TIME
(HOURS)
Lecture
Lecture
1
1
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TOPICS TO BE COVERED IN NEXT MODULE
 How to make effective presentation
 How to write assignment
 E – Leaning
 Critical and lateral thinking
 How to excel in an examination?
 Professionalism as a student
 Evidence Based Medicine
 Clinical learning
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 Will take place throughout the course.
 Will mostly be based on course work.
 A proportion of marks (60%) from these assessments will contribute to the final summative block assessment
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
 A short summary on each small group activity
(i.e. except the large group session) they carry out following a certain important topic has been covered.
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For small group learning session the student will be marked out of 5, using the global scale below.
RATING DESCRIPTION
1
2
3
4
5
Not well written. No objectives or very few relevant objectives (i.e. that can be covered through the activity) are addressed.
Few relevant objectives are addressed (i.e. that can be covered through the activity).
There are gaps in the write up. Not all the relevant objectives (i.e. that can be covered through the activity) are addressed.
Written appropriately. Most of the relevant objectives (i.e. that can be covered through the activity) are addressed.
Very well written. Almost all of the relevant objectives (i.e. that can be covered through the activity) are addressed comprehensively.
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 The students will deliver an oral presentation that will be marked by the tutors using “presentation assessment form”.
 There shall be 02 assignments.
 There shall be a written examination comprising 05
Short Essay Questions . The students will be given choice to attempt any 4 .
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The total marks for both continuous and final assessment will be the course mark for this course.
A candidate who scores more than 60 will be deemed to have passed this course.
Please note that the eligibility criterion for attending the final examination is having attendance not less than
75%.
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The lecturer will involve the students in active discussion, and may provide brief learning activities during the lecture to achieve the learning objectives stated under each topic. Occasionally, there will be more than one lecture to achieve all the learning objectives given under one topic. Students could take notes during a lecture, but the lecture slides will be available on smartboard (i.e. the learning management system of the university).
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 The students will be divided into groups of 10.
 Each group will be facilitated by a tutor.
 The students have to carry out the activity according to the instructions given in the ‘teaching and learning plan’ above.
 Except in the student presentations, after all other activities the students will write a short summary of the activity, summarising what they have learned during the
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 These summaries will be submitted to the concerned tutors within one week after the activity and these will be used for continuous assessment purposes.
 The student presentation will be again used for assessment purposes as mentioned above under
‘assessment’.
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Here the students will gather in a lecture hall, as if for a lecture, and will individually answer a mock examination question. The purpose of this session is to train students how to write answers to structured essay questions. Hence, this activity is not used for continuous assessment purposes.
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 Assignments are a 500 word write-up by each student on the topic indicated under each lesson topic.
 Write according to the directions given in each topic.
 Provide a short summary of the write-up at the end (not more than 200 words, which is included in the 500 words of the assignment)
 Submit each assignment they write, after the topic is taught, to the concerned tutors. See the section of teaching and learning methods.
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EVALUATION & QUALITY ASSURANCE PROCESSES
 Lecture evaluation by students
 Peer evaluation, where a staff member or invitee may visit a particular teaching and learning activity and provide feedback on its conduct.
 Faculty evaluation by students
 Overall student evaluation by faculty
 Analysis of the students’ examination results
 External reviews.
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1. Key terms: Academic skills
Learning how to learn in different settings, using different methods
2. Module objectives
Five objectives that contribute mainly to the outcomes of professionalism and scholarship
3. Teaching and learning content
Exciting array of content, ranging from reading, writing skills, how to remember, reflective thinking, etc.
4. Teaching and learning methods
Interactive lectures, small group learning, large group learning, assignments
5. Assessment methods
Continuous and end-of-module assessment

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