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Steps to Design CBC
Educational Strategy and Approaches – Best Evidence
Medical Education
Learning in context Learning to solve patient problems Patient-Centred, Project-Based and
Problem-Based Integration and Multidisciplinary
Approach(Horizontal and Vertical; Z shape)
Collaborative Learning Progression towards Outcome Assessment drives students’ learning
Expertise research
Organizing memory
Pattern recognition
Networks
Context information
Information retrieval
Expertise research
Novice Expert
Clinical Reasoning Skills
Beginner(Novice)
Advanced(Expert)
Contextual
Constructive
Collaborative
What it needs to become….
How?
More authentic problems
Increasing complexity
Real lifeprojects
Authentic assessment
Contextual
Constructive
Collaborative
How?
Less direction
Increasing independent learning
More demand driven
Portfolioassessment;self/peerassessmentContextual
Constructive
Collaborative
How?
Smaller groups
Group assignments
More ICT support
Learning task = assessment;include group work in assessmentContextual
Constructive
Collaborative
Progression towards Outcome
Spiral Curriculum
Increased breadth Increased utility Increased difficulty Increased proficiency
Th 1
Th 2
Th 3
Th 4
Th 5
Competencies
Competencies
Learning in Context
Doctor-PatientsEncounters
Disease/Disorder Spectrum:
Acute, Chronic, Emergency, Pregnancy
Age Spectrum:Newborn-Geriatric
Setting Spectrum:Individual, family,
community
Problems Spectrum:Clinical
BehaviouralEnvironmental
Steps to design the Competency-based
CurriculumArea of CompetencePrimary Care Physicians
Competency Components
Learning Outcome
DecidedAt theNational Level
Knowledge Skills Attitude
Decided at the Faculty Level
Level of Achievement
Decided at the Faculty Level
Steps to design the Competency-based
CurriculumLearning Outcomes are distributedinto phases/year in line with level of achievement
Identification ofYear Themes
Identification of Block Themesand Distribution into Blocks
Blue PrintBlocks