Introduction to
Concepts and Principles of Learning
(Medical Education)
(CMD 211)
Dr. Muhammad Ghauth Qureshi
Dr. Muhammad Nour-El-din Saleh
Dr. Khadija Dandash
Al-Jouf College of Medicine
Contents
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General aspects
What is this block & Why we have it
Block objectives
Learning strategy – block activities
Block Topics
How students are assessed
Resources
General aspects
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Block order: First
Title: The Process of Learning: Concepts &
Principles (MEDICAL EDUCATION)
Symbol: CMD 211
Duration: 4 weeks; 11/10/29 - 7/11/29 (11/10/08 - 5/11/08)
Credit hours: 3; (2 + 1)
Block Organizers:
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Dr. Muhammad Ghaus Qureshi
Dr. Muhammad Nour- eldin Saleh
Dr. Khadija Dandash
Aim of the CMD 211 block
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This course aims to make students
understand the rationale behind adopting
the Problem based learning (PBL)
curriculum with horizontal and vertical
integration between all disciplines,
which is not only community oriented ,
but at the same time also teaches them
appropriate clinical and professional
skills.
What is Problem Based Learning
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Problem based learning
(PBL) is a learning
method in which
students, in small
groups, learn through
analysis of patient
problems with guidance
of a tutor
Students
PBL
Problem
Tutor
What is problem-based learning?
“ A learning method based on the
principle of using problems as a
starting point for the acquisition
and integration of new
knowledge.”
H.S. Barrows 1982
Rationale of PBL
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PBL emerged to cope for the need for
producing graduates who have the ability to
effectively acquire, update, retrieve and
apply their knowledge to patients
problems.
PBL not only overcomes the explosive
growth of knowledge but it also
integrates theory and practice from the
1st day in medical school.
Advantages of PBL
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PBL is a student-centered cognitive method
that makes students
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Acquire the habit of self directed & life-long
learning abilities
Acquire knowledge of basic sciences subjects and
integrate them with clinical subjects to understand
the patient’s problems
Acquire problem solving abilities
Acquire effective communication skills
Aim of the CMD 211 block (ctd)
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The block is designed to help students ‘learn
to learn’ through acquisition and practice of
inquiry, group interaction and efficient
exchange of information, and become selfdirected, lifelong learners.
It also aims to use several problem scenarios
so that they actively go through the tutorial
process so vital to Problem-Based Learning.
Block General Objectives
By the end of this course students are expected to:
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Be aware of their responsibility in ‘learning to learn’ and
become motivated to be self-directed learners.
Understand the problem-based learning environment of
the College
Acquire the skills of mutual interactive communication
and the skills of seeking relevant information from
different resources and learning through small groups.
Block General Objectives (ctd)
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Develop positive attitudes towards learning and towards
peers/colleagues and the society.
Build up effective study habits to cope with the
information overload and utilize all affordable resources.
Educational Activities
Course objectives are implemented through
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Problem Based Learning tutorial sessions
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Open discussions on related themes
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Interactive Lectures
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Report writing on National health issues
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Student presentations on topics selected by
students.
Educational Resources
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Faculty members, particularly those with
interest in innovative education system and
with past experience in problem based
learning.
Library and audiovisual aids (tapes, video,
posters, computer files & data show
material).
Course Topics: Lectures
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Introduction to the block
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Strategy at QCM
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Steps in PBL
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Medical Terminology
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How to Make a “Concept Map”
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Role of the Problem in PBL
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Characteristics of Adult
Learners
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Communication Skills in PBL
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Learning resources in PBL
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Use of the library
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e-learning
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How to write a scientific report
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Searching for data on the net
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Effective Presentation
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Assessment methods to be
used
How to improve your
performance in exams?
Deriving learning issues from
the problem
Course Topics: Open discussions
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What is expected from a
medical graduate?
Learning Styles & adult
learners
Improving study habits &
performance in the exam
Importance of feedback
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Role of the students in PBL
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Role of the Tutor in PBL
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The 6th & 7th Jumps in PBL
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Role of Clinical skills in PBL
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Role of Biomedical labs in PBL
It also includes
 Feedback about PBL sessions
 Student presentations
 Feedback from students regarding the Block
Weekly Activities: The 1st week:
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Revolves around two problems which will be
used to make students go through the first
five steps (Jumps) in PBL
Only two sessions for the first four problems
First session: Students, facilitated by the
tutor will go through & understand these
steps
By the end of the session they should have
derived some learning issues (based on their
recognition of ‘what they do not know’)
Weekly Activities: The 1st
week:
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In 2nd session: They will review what
they did in the first session and refine,
add to or delete/modify any of the learning
issues
Did we miss some important issue?
Weekly Activities: The 1st week:
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Lectures on steps in problem based
learning & how to make a concept map
&
Open discussions about related issues
with two or more faculty members
Will help students to really understand the
process of PBL tutorials
Weekly Activities: The 2ND week:
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2nd week’s problem : used to refresh Jumps
1-5
PLUS: will make students go through 6th
& 7th Js
1st session: as previous week, but less helpful
tutors
Second session: for sharing of
information between students
Students must understand importance of
the 6th & 7th Js
Weekly Activities: The 2ND week:
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In particular, it is hoped that the students
will clearly understand the important
adage :
“most learning occurs between the
first and the last session”
Weekly Activities: The 2ND week:
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Supporting lectures & open discussions on:
Roles of students & tutor during the PBL sessions
Roles of: the problem & role of the tutor etc.
Importance of peer learning & evaluation in the
last session (the 7th Jump)
Deriving learning issues from the problem,
importance of communication skills in PBL, and
writing scientific reports.
Weekly Activities: 2ND week:
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Other issues:
Styles of learning & characteristics of
adult learners
Use of different learning resources
Assignments will be given to students
Effective presentation skills
Topics of their choice for presentations
Weekly Activities: The 3rd Week
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Third problem : full three sessions
Lectures & open discussions on:
Effective time management skills
Improving study habits & performance in
exams
Role of Clinical Skills in PBL
Presentation on Assessment methods to be
used in The College of Medicine
Importance of getting and giving feedback
The 4th week: Evaluation week:
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END OF BLOCK EXAM will be held on the last
working day of this week
Sessions for Medical Terminology:
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Several lectures devoted to medical
terminology are also included in the block
These lectures will be spread out through
the first three weeks of the block
Students will be examined on these
terms in the End of Block examination
Student Assessment
What will be assessed?
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Assessment will basically monitor learning
process and student learning outcome issues
Student Assessment
(ctd)
How will be students be assessed?
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Formative assessment: Marks will not count to
the exams
Summative assessment: 100 marks
 Continuous Assessment: 40 marks;
30 for PBL sessions & 10 for Assignments
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End of Block Examination: 60 Marks;
Paper I 30 marks : SEQs & MEQs
Paper II 30 marks : MCQs
Block Evaluation
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Who will evaluate the block?
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How they will do?
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Students
Staff advisors
MEU
Verbal
Written
Checklists
To whom will the reports go to?
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Block organizers
Curriculum committee
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We hope that at the end of this
block, the students will have
become convinced with the need for
this innovative curriculum at Al Jouf
College of Medicine
We also hope that students will give
their honest opinions & suggestions
to improve the block for future