‫ت ِإلَ ٰى أ َ ْه ِل َها َو ِإذَا‬
ِ ‫اَّلل يَأ ْ ُم ُر ُك ْم أَن ت ُ َؤدُّوا ْال َ َمانَا‬
َ َّ ‫۞ ِإ َّن‬
‫اَّلل ِن ِع َّما‬
ََّ ‫اس أَن ت َ ْح ُك ُموا ِبا ْلعَ ْد ِل ۚ ِإ َّن‬
ِ َّ‫َح َك ْمتُم بَ ْي َن الن‬
ُ ‫يَ ِع‬
َ ‫اَّلل َك‬
‫يرا‬
َ ‫ان‬
ً ‫س ِميعًا بَ ِِص‬
َ َّ ‫ظكُم ِب ِه ۚ ِإ َّن‬
In the Name of Allah, The Most Benevolent, The Most Merciful
Verily! Allah commands that you should render back the trusts to
those to whom they are due; and that when you judge between
men, you judge with justice. Verily, how excellent is the teaching
which He (Allah) gives you! Truly, Allah is Ever All-Hearer, All-Seer.
(Surah An-Nisa)
1
INTRODUCTION TO ACADEMIC SKILLS
by
WAQAS SAMI
BIOSTATISTICIAN
COLLEGE OF MEDICINE, MAJMAAH UNIVERSITY
2
MODULE INFORMATION
Module Title
Medical Learning Skills
Module Code & Number
MEDU 111
Credit Hours
2
Module Duration
Longitudinal
Module Starting Date
1 / 09/ 2013
Module Coordinator
Mr. Waqas Sami
Associate Module Coordinator
Mr. Gopikrishnan K.M
Dr. M. O. Alrukban
Module Committee Members
Dr. Khalid A. W
Prof. Mazen K. Qato
Mr. Waqas Sami
3
Academic
Skills
Approach
Research
Phase III:
Core-clinical
Practice
Phase II:
Fundamentals of
Medicine
Phase I:
Preparatory Year
Other
Longitudinal
Modules
Clinical
Phase IV:
Internship
Ethics &
Professionalism
& Community
OVERVIEW OF MAJMAAH MEDICAL CURRICULUM
Professionalism
Scholarship
Community
orientation
Clinical care
expertise
Scientific
approach
MAJMAAH EXIT LEARNING OUTCOMES
PRIMARY LEARNING OUTCOMES
 Physicians
Should be Professional.
 Physicians
Should be Scholars.
6
MODULE OBJECTIVES

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.
(E, A,C)7
COURSE CONTENT ORGANIZATION
TOPIC
TEACHING
TIME
& LEARNING (HOURS)
METHOD
INTRODUCTION TO THE ACADEMIC SKILLS




Learning outcomes
Course content organization
Assessment
What you are expected to do?
Lecture
1
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
1
8
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 &
TIME
LEARNING METHOD (HOURS)
Lecture
Lecture
Lecture
1
2
2
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TOPIC
TEACHING &
TIME
LEARNING METHOD (HOURS)
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
STUDY SKILLS II:
READING, WRITING AND LISTENING SKILLS




Techniques of fast reading
Note taking
How to be an active listener?
Summarizing
Lecture
1
Lecture
1
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
10
TOPIC
TEACHING & LEARNING
METHOD
TIME
(HOURS)
Lecture
SELF ASSESSMENT AND
REFLECTIVE LEARNING
1
Small group learning ;




What is self-assessment
What is reflective learning
Models of reflective learning
Kolb’s cycle
i.e. writing a reflective log: students
1
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.
11
TOPIC
TEACHING & LEARNING
METHOD
TIME
(HOURS)
LEARNING THEORIES
 Evolution of learning theories
 Active versus passive learning
 Adult learning theories
Lecture
1
LEARNING STYLES
Lecture
 Evolution of learning theories
 Active versus passive learning
 Adult learning theories
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
12
TOPIC
TEACHING &
TIME
LEARNING METHOD (HOURS)
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
Lecture
1
Lecture
2
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
1
13
TOPIC
TEACHING & LEARNING
METHOD
TIME
(HOURS)
Lecture
1
Lecture
1
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
curriculum
strategies
of
the
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)
14
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
15
METHODS OF ASSESSMENT
 Continuous
 Final
Assessment
Assessment
16
CONTINUOUS ASSESSMENT

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.
17

The students will write:
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.
18
For small group learning session the student will be
marked out of 5, using the global scale below.
RATING
DESCRIPTION
1
Not well written. No objectives or very few relevant objectives (i.e. that
can be covered through the activity) are addressed.
2
Few relevant objectives are addressed (i.e. that can be covered
through the activity).
3
There are gaps in the write up. Not all the relevant objectives (i.e. that
can be covered through the activity) are addressed.
4
Written appropriately. Most of the relevant objectives (i.e. that can be
covered through the activity) are addressed.
5
Very well written. Almost all of the relevant objectives (i.e. that can be
covered through the activity) are addressed comprehensively.
19
FINAL ASSESSMENT

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.
20
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%.
21
22
23
TEACHING AND LEARNING METHODS

Interactive lectures

Small group learning sessions (including
student presentations)

Large group learning sessions

Assignments
24
INTERACTIVE LECTURES
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).
25
SMALL GROUP LEARNING SESSIONS

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
session.
26

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’.
27
LARGE GROUP LEARNING SESSIONS
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.
28
ASSIGNMENTS

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.
29
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.
30
WHAT ARE STUDENTS
EXPECTED TO DO?
31
SUMMARY
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
TUTORS NAMES & CONTACTS INFORMATION
Serial No
Name of Tutor
Email Address
1
Prof. M. Rukban
mrukban@hotmail.com
2
Dr. Kamran Afzal
kamranafzal72@gmail.com
3
Dr. Wahengbam
waheedpks@yahoo.com
4
Dr. M. Almansour
abu.amerah@hotmail.com
5
Dr. Mazen K. Qato
kqato@hotmail. com
6
Dr. Alzaharani
mans859@hotmail.com
7
Dr. Abdul Lateef
drmalateef28@gmail.com
8
Dr. Khwaja Amir
khwaja.amir@gmail.com
9
Dr. Vaseem
drmvaseem@gmail.com
10
Dr. Sajid Hussain
drsajid7860@hotmail.com
11
Mr. Waqas Sami
biostatistician1@gmail.com
33
34