| Autor: |
John AS; Department of Anaesthesiology, Mahatma Gandhi Medical College and Research Institute, Puducherry 607403, India., Y C N; Department of Physiology, Mahatma Gandhi Medical College and Research Institute, Puducherry 607403, India., Nancy A; Department of Anatomy, Mahatma Gandhi Medical College and Research Institute, Puducherry 607403, India., Rayapudi JJ; Department of Conservative Dentistry and Endodontics, Indira Gandhi Institute of Dental Sciences, Vallalar Nagar, Periya Kalapet, Puducherry 605014, India., Kattil PK; Department of Anatomy, Mahatma Gandhi Medical College and Research Institute, Puducherry 607403, India., Krishnamurthy B; Department of Pathology, Mahatma Gandhi Medical College and Research Institute, Puducherry 607403, India., Manivasakan S; Institute for Health Professions Education, Sri Balaji Vidyapeeth, Puducherry 605005, India., Ananthakrishnan N; Institute for Health Professions Education, Sri Balaji Vidyapeeth, Puducherry 605005, India., Adkoli BV; Institute for Health Professions Education, Sri Balaji Vidyapeeth, Puducherry 605005, India. |
| Abstrakt: |
Current medical education and clinical practice has led to a need for advanced faculty development for medical teachers to effectively play the role of educators, researchers and administrators. There is large variability in the teaching programmes across countries, which range from a one-time activity to regularly scheduled workshops and seminars, to a highly advanced course spanning a few months to a year. Several healthcare institutes around the world offer faculty training programmes in health professions education, where the curriculum varies in design as they are developed and implemented by their own institutional body or education unit. Following a discussion of arena blended connected (ABC) learning design during a faculty training programme (Postgraduate Diploma in Health Professions Education) and the subsequent move towards an online approach to education due to the pandemic in 2019, the advisory faculty and students started to envision designing the already existing Postgraduate Diploma in Health Professions Education curriculum along the ABC model favouring blended and outcome-based education. Criteria were set for each topic with clearly defined learning levels to be implemented and the frequency of implementation. We describe the design and development of a curriculum for faculty development of health professions education using the ABC model. |
