Bernard K Perry MA BSc PGCE RSA-Dip-TEFLA (DELTA) Head of Basic Sciences & Foundation Programme

Institute of Health Sciences Foundation Institute of Health Sciences Foundation ProgrammeProgramme

Aligning Learning OutcomesAligning Learning OutcomesInformation TechnologyInformation Technology

Bernard K Perry Bernard K Perry MA BSc PGCE RSA-Dip-TEFLA (DELTA)MA BSc PGCE RSA-Dip-TEFLA (DELTA)

Head of Basic Sciences & Foundation ProgrammeHead of Basic Sciences & Foundation Programme

Chair of IHS ICT CommitteeChair of IHS ICT Committee

IHS Curriculum review process in IHS Curriculum review process in 20082008– incorporating incorporating Oman Academic Standards for Oman Academic Standards for

General Foundation Programmes General Foundation Programmes (2008)(2008)

IT curriculum reviewIT curriculum review– aligning the standardsaligning the standards

Incorporating key Study SkillsIncorporating key Study Skills

TopicsTopics

The Institute of Health Sciences Foundation ProgrammeThe Institute of Health Sciences Foundation Programme 22

PromptsPrompts– Revised IHS Vision (aiming towards higher Revised IHS Vision (aiming towards higher

diploma/degree programmes)diploma/degree programmes)– New Academic Standards for Foundation New Academic Standards for Foundation

Programmes (OASGFP, 2008)Programmes (OASGFP, 2008) ProcessProcess

– An improved curriculum review process An improved curriculum review process devised devised

– Curriculum Advisory Committees establishedCurriculum Advisory Committees established

IHS Curriculum Review – IHS Curriculum Review – 20082008


Benchmark standards and needs Benchmark standards and needs established established – International (e.g. First Aid)International (e.g. First Aid)– National (e.g. Foundation: OASGFP document)National (e.g. Foundation: OASGFP document)– Needs Analysis within local contextNeeds Analysis within local context

Existing curriculum outcomes compared Existing curriculum outcomes compared with standards: Gap analysiswith standards: Gap analysis

Outcomes revised across programmes and Outcomes revised across programmes and courses, vertically and horizontallycourses, vertically and horizontally

Programmes/Courses restructuredProgrammes/Courses restructured

Key elements of curriculum Key elements of curriculum reviewreview


Summary of IHS ProcessSummary of IHS Process


The Curriculum

Review Process

The initial stepsThe initial steps


The Curriculum

Review Process

Standards – for IT Standards – for IT (and other subjects in the (and other subjects in the

GFP)GFP), prescribed in the OASGFP , prescribed in the OASGFP document (2008)document (2008)

Needs Analysis for ITNeeds Analysis for IT– a GFP requirementa GFP requirement– a necessity for IHS students a necessity for IHS students (e.g. web research, (e.g. web research,

data analysis, report writing, presentations, etc.)data analysis, report writing, presentations, etc.)

– Allied Health graduates need familiarity Allied Health graduates need familiarity with computerized health records systemswith computerized health records systems

Steps 1 & 2 – preparationSteps 1 & 2 – preparation


Aligning the outcomesAligning the outcomes


The Curriculum

Review Process

Existing course objectives

OASGFP outcomes A B C D

1

2

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4

Step 3 – Gap Analysis: Step 3 – Gap Analysis: MappingMapping


Mapping included whether an Mapping included whether an outcome isoutcome is– Studied (in course materials)Studied (in course materials)– Assessed (formally or informally)Assessed (formally or informally)

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LEARNING OUTCOMES Modules/Courses 5.2.1 Computer Fundamentals IT1: Year 0 Semester 1 IT2: Year 0 Semester 2

S = Studied and/or Applied A = Assessed

P= Assessed by practical T= Assessed by theory

L= Assessed by Logbook Com

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Outcome Statements S A S A S A S A S A S A S A S A

a Describe the main functional blocks of a computer system and how they work in sequence to process information.

S T

b.1 Identify and describe the function of different hardware components such as CPU, storage systems, types of memories like RAM, ROM etc. and common input and output devices.

S T

b.2 Compare and contrast different types of computers, including network computers, personal computers, laptops and PDAs.

S T

b.3 Explain the terms Hertz (incl. MHz, GHz) and byte (incl. KB, MB, GB, TB). S T

c.1 Identify and explain the different types of software: operating systems, application software and programming software.

S T

c.2 Install and uninstall software applications.

d.1 Identify the requirements for a computer suitable for purchasing for student usage.

d.2 Demonstrate a basic understanding of computer ergonomics (seating, lighting, positioning, ventilation etc.) and explain the common health problems associated with computer usage and ways to avoid them.

d.3 Explain the concept of software copyright.

d.4 Explain the terms shareware, freeware, end-user license agreement.

d.5 Explain the Omani data protection legislation. S T

d.6 Demonstrate basic keyboard skills. S L

IT Gap analysis – Example 1IT Gap analysis – Example 1


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LEARNING OUTCOMES Modules/Courses

5.2.4 Spreadsheets IT1: Year 0 Semester 1 IT2: Year 0 Semester 2

S = Studied and/or Applied A = Assessed

P= Assessed by practical T= Assessed by theory

L= Assessed by Logbook Com

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Outcome Statements S A S A S A S A S A S A S A S A

a Recognise, open, modify, navigate, save and close a spreadsheet application file. S P

b Identify the main components of a spreadsheet window. S T

c Explain the basic uses of spreadsheets. S T

d Create, Open, Save, and Close spreadsheets. S P

e Use the help system effectively. S L

f Identify and use the different menus and toolbars to set up the worksheets. S P

g Demonstrate how to insert, store and manipulate data. S P

h Demonstrate how to handle (Insert, rename, delete, duplicate, move etc.) worksheets. S P

i Generate various formulas using built-in functions and use them appropriately and correctly to solve problems.

S P

j Demonstrate the formatting of data, cells, rows and columns in a worksheet. S P

k Create and manipulate different types of charts/graphs on the worksheet data. S P

l Explain usage of formulas and functions in a worksheet. S T

m Explain generating various charts and graphs. S T

n Explain how to sort, link and consolidate spreadsheets.

o Demonstrate the understanding of various print options and how to print spreadsheets and charts after appropriate page set-up and pre-view.

S P

p Demonstrate use of the edit (copy/cut/paste etc) functions. S P

q Demonstrates the ability to reproduce a hand written table as an electronic spreadsheet.

r Demonstrates the ability to perform basic analysis of data using graphs and charts. S P

IT Gap analysis – Example 2IT Gap analysis – Example 2


IT Gap analysis – all 6 areasIT Gap analysis – all 6 areas


Some gaps existed, so course Some gaps existed, so course objectives updated to match OASGFPobjectives updated to match OASGFP

Total length to be increased from 45h Total length to be increased from 45h to 60h over 2 semesters (30h course to 60h over 2 semesters (30h course each semester)each semester)

IT2 course to include an introduction IT2 course to include an introduction to Hospital Information Management to Hospital Information Management Systems (to meet MOH needs)Systems (to meet MOH needs)

Some study skills outcomes to be Some study skills outcomes to be included in IT teaching/assessmentincluded in IT teaching/assessment

Gap Analysis Findings for ITGap Analysis Findings for IT


What had the Gap Analysis for Study What had the Gap Analysis for Study Skills revealed?Skills revealed?– Over 80% of Study Skills outcomes Over 80% of Study Skills outcomes

handled in English, e.g. Oral handled in English, e.g. Oral Presentations, Research for Projects, Presentations, Research for Projects, Time Management…Time Management…

– Many aspects of Time Management also Many aspects of Time Management also covered in other Foundation coursescovered in other Foundation courses

– Presentation media skills are included in Presentation media skills are included in ITIT

Study Skills in ITStudy Skills in IT


Time Management and similar Time Management and similar “general” study skills to be fully “general” study skills to be fully integrated into all “Core” GFP integrated into all “Core” GFP subjects, including ITsubjects, including IT

Preparation of presentation media Preparation of presentation media (i.e. PowerPoint slides) to (i.e. PowerPoint slides) to taught/assessed in IT (and English)taught/assessed in IT (and English)

Incorporating Study Skills in Incorporating Study Skills in ITIT



IT Teaching and AssessmentIT Teaching and Assessment IT is essentially competency basedIT is essentially competency based Classes are mostly activity/task basedClasses are mostly activity/task based 3 modalities of assessment 3 modalities of assessment

– Theory: to formally test knowledge and Theory: to formally test knowledge and conceptsconcepts

– Practical: to formally test skills and Practical: to formally test skills and application of knowledgeapplication of knowledge

– Log-book: to ensure assignments and Log-book: to ensure assignments and study skills completed satisfactorilystudy skills completed satisfactorily

Revised Structure of IHS FP Revised Structure of IHS FP Semester 1 Courses Semester 2 Courses

Grand TotalCourse h/wk

total h

h/wktotal

h1 English 1 21 315 1 English 2 18 270 585

2 IT 1 2 30 2 IT 2 2 30 603 Intro to Health

Professions1 15 3 First Aid 2 30 45

4 Maths 1 (Basic) 2 304 Maths 2

(Pure)2 30 60

5 Study Skills 2 305 Human

Biology3 45 75

5 Private Study 1 156 Private

Study*2 30 45

6 Activity Period 1 157 Activity

Period1 15 30

Totals 30 450 Totals 30 450 900

* Includes project work

Oman Academic Standards for General Oman Academic Standards for General Foundation Programs – Oman Accreditation Foundation Programs – Oman Accreditation Council, 2008Council, 2008

MOH Ministerial Ordinances (Karars) 100/1993 & MOH Ministerial Ordinances (Karars) 100/1993 & 167/2008 167/2008 (Establishment of Health Institutes)(Establishment of Health Institutes)

IHS Internal Rules & Regulations (2008-2009)IHS Internal Rules & Regulations (2008-2009) IHS Curriculum Review Process (2007-2008)IHS Curriculum Review Process (2007-2008) IHS Vision, Mission, Goals & Values (2007)IHS Vision, Mission, Goals & Values (2007) Report of the Review of the Foundation Report of the Review of the Foundation

Programme Curriculum, 2008 Programme Curriculum, 2008 (including CAC minutes (including CAC minutes and decisions)and decisions)

IHS Programme Outlines & Course OverviewsIHS Programme Outlines & Course Overviews

ReferencesReferences


VisionVision To be the premier provider of allied health care education in the region.To be the premier provider of allied health care education in the region. MissionMission Our mission is to graduate highly competent, motivated, adaptable and Our mission is to graduate highly competent, motivated, adaptable and

committed allied health care professionals who, through dedicated team committed allied health care professionals who, through dedicated team work, can provide varied health services to the community.work, can provide varied health services to the community.

Strategic GoalsStrategic Goals The Institute of Health Sciences willThe Institute of Health Sciences will

– develop quality educational programmes in the various allied health professions develop quality educational programmes in the various allied health professions to meet the needs of the health services of Oman and the region,to meet the needs of the health services of Oman and the region,

– play an active role in providing continuing education for faculty and the allied play an active role in providing continuing education for faculty and the allied health professions.health professions.

– seek partnerships with other higher educational institutions to ensure the seek partnerships with other higher educational institutions to ensure the highest possible quality within its programmes,highest possible quality within its programmes,

– stay abreast of and, where feasible, utilise the latest developments in stay abreast of and, where feasible, utilise the latest developments in educational and clinical methodologies and technologies,educational and clinical methodologies and technologies,

– participate in research which will advance knowledge in the educational systems participate in research which will advance knowledge in the educational systems of the institute and in allied health professions in Oman.of the institute and in allied health professions in Oman.

IHS VISION, MISSION, STRATEGIC GOALS, IHS VISION, MISSION, STRATEGIC GOALS, GRADUATE ATTRIBUTES, VALUES AND GRADUATE ATTRIBUTES, VALUES AND

MOTTOMOTTO


Objectives (Graduate Attributes)Objectives (Graduate Attributes)

Graduates should be able to:Graduates should be able to:– utilise their knowledge, skill, and judgment to practise safely in various health care utilise their knowledge, skill, and judgment to practise safely in various health care

settings,settings,– apply problem solving techniques as well as the scientific method,apply problem solving techniques as well as the scientific method,– communicate effectively with patients and colleagues,communicate effectively with patients and colleagues,– work effectively in a team,work effectively in a team,– participate in providing relevant health education to individuals, groups, and communitiesparticipate in providing relevant health education to individuals, groups, and communities– display appropriate professional attitudes and apply professional ethical standardsdisplay appropriate professional attitudes and apply professional ethical standards– adapt to new policies, procedures and situations,adapt to new policies, procedures and situations,– assume responsibility for personal growth and development,assume responsibility for personal growth and development,– participate in relevant research.participate in relevant research.

ValuesValues

At the IHS, we value:At the IHS, we value:– ownershipownership of the initiatives, systems and activities of the institute, of the initiatives, systems and activities of the institute,– ambitionambition for progressive professional development, for progressive professional development,– excellenceexcellence through creativity, innovation and hard work through creativity, innovation and hard work– commitmentcommitment, continuous dialogue and quality management,, continuous dialogue and quality management,– positive and friendly working environmentpositive and friendly working environment based on professional discretion, based on professional discretion,

integrity, teamwork and mutual respect.integrity, teamwork and mutual respect. MottoMotto ““Excellence through team work”Excellence through team work”

Vision, cont’d…Vision, cont’d…


Documents

Bernard K Perry MA BSc PGCE RSA-Dip-TEFLA (DELTA) Head of Basic Sciences & Foundation Programme