IUPS Physiology Education Workshop series in India: organizational mechanics, outcomes, and lessons
| Autor: | Dinu S. Chandran, Robert G. Carroll, Julie Y H Chan, Debabrata Ghosh, Susan M. Barman, Sarmishtha Ghosh, Suriya Prakash Muthukrishnan, Renuka Sharma, Liisa M. Peltonen, Bharti Bhandari Rathore, Manasi Bhattacharjee, Jayasree Sengupta |
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| Přispěvatelé: | Teachers' Academy, Department of Physiology, University of Helsinki |
| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
020205 medical informatics
Physiology Teaching method Health Personnel Higher-order thinking education India 02 engineering and technology Flipped classroom Science education Education ComputingMilieux_COMPUTERSANDEDUCATION 0202 electrical engineering electronic engineering information engineering Humans Curriculum 4. Education 05 social sciences 050301 education General Medicine National curriculum Problem-Based Learning 3. Good health Problem-based learning Active learning Educational Status 516 Educational sciences 3111 Biomedicine Psychology 0503 education |
| Popis: | Active learning promotes the capacity of problem solving and decision making among learners. Teachers who apply instructional processes toward active participation of learners help their students develop higher order thinking skills. Due to the recent paradigm shift toward adopting competency-based curricula in the education of healthcare professionals in India, there is an emergent need for physiology instructors to be trained in active-learning methodologies and to acquire abilities to promote these curriculum changes. To address these issues, a series of International Union of Physiological Sciences (IUPS) workshops on physiology education techniques in four apex centers in India was organized in November 2018 and November 2019. The “hands-on” workshops presented the methodologies of case-based learning, problem-based learning, and flipped classroom; the participants were teachers of basic sciences and human and veterinary medicine. The workshop series facilitated capacity building and creation of a national network of physiology instructors interested in promoting active-learning techniques. The workshops were followed by a brainstorming meeting held to assess the outcomes. The aim of this report is to provide a model for implementing a coordinated series of workshops to support national curriculum change and to identify the organizational elements essential for conducting an effective Physiology Education workshop. The essential elements include a highly motivated core organizing team, constant dialogue between core organizing and local organizing committees, a sufficient time frame for planning and execution of the event, and opportunities to engage students at host institutions in workshop activities. |
| Databáze: | OpenAIRE |
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