TEACHING-LEARNING AND ASSESSMENT PREPAREDNESS FOR...

TEACHING-LEARNING AND ASSESSMENT PREPAREDNESS FOR ONLINE AND REMOTE

LEARNING FOR MEDICAL EDUCATION :

AIMS:

Develop Consensus Or Guidelines That Can Be Recommended To Malaysian Medical Council (MMC)

2ND NATIONAL WEBINAR

A/P Ganesh

Ramachandran

(MAHSA)

Prof Nabishah

Mohamad

(MSU)

A/P Dr Muhamad

Saiful Bahri

(USM)

Dr Suhaila

Sanip (USIM)

Prof Vishna Devi

Nadarajah (IMU)

Hasnain Zafar

Baloch (IMU)

TEACHING-LEARNING AND ASSESSMENT PREPAREDNESS FOR ONLINE AND REMOTE LEARNING FOR MEDICAL EDUCATION :

IMPACT ON ACCREDITATION

PROGRAMME DETAILS

Agenda Timing

Opening Remarks

Facilitator: Elaine Teh (IMU)2 mins

Prof Nabishah Mohamad

(MSU)

Area 1: Developing curriculum for Online Learning

Question and Answer (via chat box and selection by online moderator)10+3 mins

Prof Vishna Devi Nadarajah

(IMU)

Area 2: Technology Enhanced Assessment


A/P Dr Muhamad Saiful Bahri

(USM)

Area 3: Students selection and their preparedness for online learning


Dr Suhaila Sanip (USIM)Area 4: Faculty Development for Online Teaching and Assessment


Hasnain Zafar Baloch (IMU)Area 5: Resources for Online Learning & Assessment


A/P Ganesh Ramachandran

(MAHSA)

Area 7: Programme Monitoring


Consensus & Recommendation 10 Mins

Closing Remarks 2 Mins

Online Moderator: Siti Suriani (ICE- IMU), Zabibah (E-Learning IMU)



AREA 1:

CURRICULUM DEVELOPMENT AND DELIVERY

Prof Dr Nabishah Mohamad

Management and Science University

General Guideline from MQA

1. Guide to HEP in planning the corrective actions

2. Actions taken during the crisis is under jurisdiction of university’s senate.

3. MQA: will consider this as an emergency measure and it is unavoidable.

4. HEP: Must record and update all changes/ modification done during this period

5. The Internal Quality Assurance of HEP to monitor action during and post crisis.

6. HEP is advice to refer to professional body

AIMS

Develop Consensus or Guidelines That Can Be Recommended To Malaysian Medical Council (MMC)

Teaching and learning activities:

During MCO

Reference Documents

1. MQA: SOALAN LAZIM BERKAITAN PELAKSANAAN PROGRAM PENGAJIAN SEMASA PERINTAH KAWALAN PERGERAKAN: Draft 24-3-2020

2. Standards-for-undergraduate-medical-education-version-1.2-updated-on-15 Jan2020

1. Bolehkah aktiviti pengajaran dan pembelajaran yang melibatkan

pertemuan bersemuka diubah suai kepada online sepenuhnya

termasuk aktiviti berbentuk amali?

• Pada umumnya PPT boleh mengambil langkah sementara denganmengubah suai komponen pengajaran dan pembelajaran yang melibatkanpertemuan bersemuka (termasuk blended learning) kepada kaedah atastalian sepenuhnya tertakluk kepada kesediaan pelajar, tenaga pengajar, sumber dan prasarana di PPT. Kaedah-kaedah remote learning lain sepertipembelajaran berbentuk tugasan, dan pembelajaran kendiri bolehdigunakan mengikut kesesuaian. PPT perlu mengeluarkan panduan yang jelas kepada pelajar berkenaan perkara ini. Pendedahan komponen amali(sama ada sebahagian atau keseluruhan kursus) boleh dilaksanakanmelalui video, virtual simulation atau kaedah-kaedah lain yangbersesuaian. Adalah menjadi tanggungjawab tenaga pengajar untukmemastikan aktiviti amali yang dirancang adalah bersesuaian dan dapatmencapai hasil pembelajaran yang ditetapkan.

Question: No 1

MQATemporary measure:

1. Change f2f to blended or 100% on-line

2. Practical/ clinical component

• video,

• virtual simulation

• Or any other methods

Important: HEP must ensure that the CLOs are achieved

Question: No 2

Bolehkah aktiviti pengajaran dan pembelajaran yang dihentikan tidak diganti melalui kaedah online/ remote learning dan tidak digantikan setelahpembelajaran institusi beroperasi kembali?

Is it possible if the T-L during this period is aborted (neither replace with online/remote nor replace after academic session begin as normal)?

MQA

• Pada prinsipnya ia bergantung kepada tahap penawaransesuatu kursus. Penggantian melalui pembelajaran online atau tugasan pembelajaran adalah disyorkan. Komponenyang tertinggal juga boleh ditawarkan secara microlearningatau kaedah-kaedah lain yang bersesuaian di semester yang berikutnya. ……

Depend on the status- Preferably you replace.

If it is towards the end of the syllabus and the teachers confirmed that the CLO have been achieved

Question 3: SLT3. Apakah kesan pengubahsuaian dan perubahan ini terhadap pengiraanSLT atau kredit serta pembelajaran dan penilaian pelajar?

Pengubahsuaian dan perubahan terhadap pembelajaran dan penilaian

pelajar (sama ada yang melibatkan penggantian atau tidak diganti) yang

memenuhi sekurang-kurangnya 70% hingga 80% keperluan SLT

boleh dipertimbangkan oleh PPT sebagai telah memenuhi keperluan

kredit, mencapai gred pencapaian pelajar dan hasil pembelajaran

minimum yang telah ditetapkan bergantung kepada kesesuaian bidang.

Question 3: SLT

Yes- provided:

Students received a minimum 70% : ✔

CLO achieved : ✔

Question 8: on semester8. Bagaimana dengan penyusunan kursus-kursus yang melibatkan semester panjang dan semester pendek?

• PPT perlu menguruskan secara bersesuaian penamatansemester pengajian semasa dan seterusnya penawaransemester baharu. Adalah dinasihatkan untuk PPT mengelakkan berlaku pertindihan semester pengajian.

• Bagi membolehkan pelajar kembali kepada landasankemajuan pengajian asal (original study track), PPT diberifleksibiliti untuk menawarkan beban kredit yang lebih tinggidaripada biasa tertakluk kepada penawaran minggupengajian

• maksimum 45 minggu setahun. Ini bagi membolehkan pelajarmengikuti komponen pengajian yang perlu dibuatpengulangan dan/ atau pengukuhan.

MQA

HEP – to adjust the current semester and beginning of subsequent semester

• As long as it do not overlap

• HEP are allowed to offer credit higher than normal-maximum 45 weeks/ year

Summary

1. Coverage/ percentage >70%

2. CLOs

3. Psychomotor/ clinical skills

4. Students- readiness, accessibility

5. Academic staff- ICT competency

6. HEP- facilities and resources, technical support

The standards

AREA 1

17 items standards- 25%

Relevant items:

1.1.5: programme must prepare and ensure that the graduates are ready for housemanship

1.2.4

The standards1.2.4 …………..

………..

• identify and incorporate aspects of the professional skills and attitudes to ensure that students:

i. acquire sufficient clinical competency to function effectively as medical house officers after graduation

ii. spend a reasonable part of the programme in planned contact with patients in relevant clinical settings

iii. participate in health promotion and preventive medicine activities.

• specify the amount of time spent in training of major clinical disciplines.

Issues to discuss

1. Final year students

2. Define what is high level competency

3. To determine the 80%- overall or final year

- Major disciplines

Questions & Answers

1.



AREA 2:

ONLINE/ REMOTE ASSESSMENTS

Prof Vishna Devi Nadarajah

International Medical University

Statement of Educational Objectives of Academic Programme and Learning Outcomes

Assessment of Student Learning

Assessment Methods

Management of Student Assessment

Online/ Remote Assessments :Impact on Accreditation Area 2

Vishna Devi Nadarajah International Medical University

Based on the standards recommended by the Malaysian Medical Council for Undergraduate Medical Education

1

• Defined principles, methods and practices

• Aligned to PLO

• Systematically reviewed regularly

2

• Assessment blueprint: tools and clos

• At various levels, reflecting competency

• Needs evidence of validity, reliability, integrity, and fairness

• Clear communication to students

• Governance-procedures and regulations

• External review

3

• Autonomy

• Security of documents and records

• Appeals

• Continuous evaluation and improvement

The questions?

• Why should we consider some online assessments, its not authentic?

• Wouldn’t it be easier to postpone all exams until the MCO is over?

Academic

Calendar

Multiple assessments to

manage from ICA to EOS

Admin and Logistics Load

(entire university)

Post MCO modifications to

on campus activities

Student Assessment Load

Managing the impact of postponed assessments and modified on campus activities

Time since MCO lifted

Nu

mb

er

of

assessm

en

ts

• High number of assessments to catch up with delay

• Assessments post MCO may need modification as per requirements of health and other regulatory authorities

• Getting the number of assessments within the

university capacity and resources

• Time for evaluation, continuous improvement and provide evidence for audit

University Assessment Capacity

Some solutions?

• How should online assessment be done?

• What adaptations are needed for medical education?

• Are there limitations ?

Context:

Own institutional readiness

Governance Systems

Identify methods and tools to bring online based on risk assessment

Decisions based on assessment of learning outcomes

Evidence of Validity, Reliability,

Fairness and Integrity

Limitations :

• Clinical skills-procedural

• Performance in clinical

environment

• Patient /Client perspective

• Teamwork skills

Considerations for MMC for online/remote assessments

CONTEXT

Institutional Readiness

• Online Platform

• Faculty Readiness

• Student Readiness.

High stakes or low stakes

Open book or proctored

KSA and Blooms taxonomy

.

• Approval at various levels up to

Senate

• Pre, during and post assessment GOVERNANCE

RISK ASSESSMENT

Evidence of Validity, Reliability,

Fairness and Integrity :

Example : Content, concurrent,

construct validity

Online assessment tools

blueprinting with course learning

outcomes.

Outcomes based

Quality indicators

Some considerations of tools online assessments

Open

Book

• Problem cases

• Assignments

• Short essays

• Progress tests-mcq

• Reflective portfolios

Proctored

• Overlap with tools as above

• Live or recorded

• Security/ Higher costs

Modifying

• OSCEs

• Practicals

• Point in course when moving

CO

NT

EX

TU

AL to R

EA

DIN

ES

SS

Assessment Methods

• Assessment blueprint: tools and clos

• At various levels, reflecting competency

• Needs evidence of validity, reliability, integrity, and fairness

• Clear communication to students

• Governance-procedures and regulations

• External review

Management of Student

Assessment

• Autonomy

• Security of documents and records

• Appeals

• Continuous evaluation and improvement

Impact on area 2 : Based on Covid-19 Context/Online Assessments

• Under MCO▪ No on campus▪ No clinical/

community

• Post MCO

(short term)▪ Limited on

campus▪ Limited (based

on levels) Clinical/

▪ Community

Managing Expectations and Unintended Consequences

Adapting

from

Another

Institution/ Literature.

Innovative

New Design /Product

Mid

implementationevaluation .

Enhancing Existing Systems

Acceptance

and Feasibility

Resource

limitation

Best fit for

Implementation

New

Purpose:

Learning

support vs

Progression

Readiness of stakeholders and resources (IT & E-learning)Adhere to governance structure , processes and guidelines

Implementation needs evidence of blueprinting with validity , reliability and fairness checks

Evidence of evaluation of the change process Evidence of clear communication and engagement with students/faculty/admin for all decisions

Need adaptions to current assessment methods and how we manage student assessments

Evidence of justification for change based on needs/risk assessment and OBE principles Some of these

adaptions may be accepted as the new norm for assessments: more implementation more evidence of effectiveness

Questions & Answers

1.



AREA 3:

IMPACT ON STUDENT SELECTION & SUPPORT

A/P Dr Muhamad Saiful Bahri Yusoff

Universiti Sains Malaysia

Online &

Remote

Learning Student

Support

Student

Selection

MUHAMAD SAIFUL BAHRI YUSOFF

Department of Medical Education, School of

Medical Sciences, Universiti Sains Malaysia,

email: [email protected].

The Online and Remote Learning for Medical Education: Impact on Student Selection & Support (AREA 3)

It is a necessary condition

for the deployment of

online & remote learning

ICT infrastructure

The ability of users to

connect to the Internet –

speed, reliability & stability

Connection Quality

The abilities & knowledge

needed to perform tasks

related to online & remote

learning

Skills

Technology should be

cheap enough for

users to subscribe

Affordability

The fact of being able

to be reached or

obtained easily

Accessibility

The state of preparedness

and readiness for online

and remote learning

Preparedness

Online & Remote Learning

#4 Accessible &

Inclusive

#1 Selection process

#2 Selection

criteria

Student Selection

Online &

Remote

Learning

#1 Selection process

#2 Selection

criteria

#3 Select

desired

qualities

Validity & fairness of

the selection process

must be ensured

regardless of modes

Comply with

the minimum

requirements

by MQA/MMC

Ensure the

selected students

have quality to go

through the mode

of delivery

Equal access to

any applicants for

to go through the

selection process

#4 Accessible &

Inclusive

Ensure mechanisms to

facilitate student mobility.

Ensure students have

capacity to follow program.

#1 Articulation & Transfer

Foster meaningful linkages

with alumni to develop &

review the online & remote

learning program.

#4 Alumni Involvement

Ensure students have

adequate access to support

services related to the

online & remote learning.

#2 Support Services

Ensure active student

engagement in the areas

that affect their welfare,

interest & academic

progress.

#3 Student Engagement

Student Support

Online & Remote

Learning

MUHAMAD SAIFUL BAHRI YUSOFFDepartment of Medical Education, School of Medical Sciences,

Universiti Sains Malaysia, email: [email protected].

This PPT can be downloaded from

https://tinyurl.com/v22togmhttps://www.researchgate.net/profile/Muhamad_Saiful_Bahri_Yusoff

Thank You

SUMMARY

#1 TEL is a game

changer despite many

challenges, thus we

must embrace it

#2 The accreditation

guidelines must ensure the

accessibility and inclusivity

#3 The accreditation

guidelines must

emphasize the

adequate access to

support services

related to TEL

Questions & Answers

1.



AREA 4: FACULTY DEVELOPMENT FOR ONLINE TEACHING

AND ASSESSMENT

Dr Suhaila SanipMedical Educationist

Universiti Sains Islam Malaysia

The staff–student ratio for the programme must beappropriate to the teaching-learning methods andrelevant to the various curricular components.

4.1.3 Staff: students ratio

for TLA

The medical school must provide opportunitiesfor academic staff to participate in professional,academic and other relevant activities, atnational and international levels to obtainprofessional qualifications to enhance teaching-learning experience.

4.2.6 Opportunities to obtain

professional qualification

4.1.3. Staff–Student Ratio For TLA

TLA Ratio Suggested ratio for online delivery

Tutorials 1:16 1:16

Problem-based learning` 1:12 1:12

Bed side clinical teaching 1:8 1:8

Lecture, team-based learning, flipped classroom

Flexible Flexible

Online teaching load of not more than 15 hours/week??

Appendix 5: Suggestion for Teacher-students ratio in teaching-learning activities

Training of academic staff for online TLA

Some students does not have access to internet at their hometown. It will not be fair to continue TLA when not all students can access it.

Student factor

Currently, not all academic staff knows how to prepare and conduct online TLA.

Academic staff factor

HEPs need to tailor the training for online TLA according to the needs of their academic staffs. Must cover content delivery, formative assessment and summative assessment in synchronous and asynchronous delivery.

The HEP

In some universities, there is still no clear guidelines on how TLA should run during the restricted movement control order.

Lack of clear guidelines

Apply this coupon code during sign up

Visit slidemodel.com

• Easy to use

• Fully customizable

• Cutting edge designs

Download PowerPoint templates and save hours of

work.

01

• HEPs should encourage academic staffs to enroll in courses delivered through open and distance learning (ODL).

• Suitable for courses without clinical skills assessment.

• More guidance is necessary for professional qualification involving practical or clinical skills

4.2.6 Obtaining professional qualification to enhance teaching-learning experience

TrainTrainTrain

Recommendation to MEC of MMC

HEP must show evidence thatacademic staffs (and students) havebeen trained to conduct online TLAprior to implementation.

Questions & Answers

1.



AREA 5: Educational Resources- E-Learning Resources

Hasnain Zafar BalochE-Learning Manager

International Medical University

Questions & Answers

1.



AREA 7: PROGRAMME MONITORING

A/P Dr Dr Ganesh RamachandranMAHSA University

Programme Monitoring

What is required in the current standards?

POLICY FOR REGULAR PROGRAMME MONITORING AND REVIEW

EVIDENCE OF A QA UNIT IN THE FACULTY/SCHOOL WORKING WITH THE QA UNIT OF THE UNIVERSITY

ENSURE RELEVENCE AND BEING CURRENT

REGULAR AUDIT AND UPDATE IN TERMS OF CONTENT COMPETENCIES ASSESSMENT AND LEARNING ENVIRONMENT

RESPONSE TO STAKEHOLDER FEEDBACK/TRANSPARENCY

ANALYSE PERFORMANCE-PROGRESSION ATTRITION GRADUATION EMPLOYMENT

DEVELOP SELECTION METHODS AND ADMISSION POLICIES THAT MEET REQUIREMENTS OF THE PROGRAMMES

LINK BETWEEN THE FACULTY/SCHOOL AND HEP


QUALITY

RELEVANT AND

CURRENT CONTENT

REVIEW OF

PROGRAMME

STAKE HOLDER

EXPECTATION AND

FEEDBACK

COMPETENCIES AND

EMPLOYABILITY

FITNESS OF

PURPOSE


Challenge

• Moving from FTF to Online

• Extent

• Platforms and connectivity

• Equity

• What can be taught

• Practical and Clinical Competencies including soft skills


Challenge

• What constitutes good quality e learning?

• Lack of knowledge on the above inhibits it’s usefulness

• Low cost Low tech but instructionally sound

• The lack of such a model

• Users have a doubt about quality


The Solution

The Frankfurt Model of conditions to ensure the quality of

teaching and learning.

• Organizational Structure/Medical School Structure-

philosophy that steers the medical school in all areas

including T&L

• Regulatory Frameworks-flexibility of the framework to

move from one system of instruction to another…using

this meaningfully to ensure quality of delivery


The Solution

• Curriculum design and requirements-focusing on areas

that are deliverable via a particular platform or medium

• Qualification of teaching staff-ensuring staff that are

academically qualified and “skill” qualified in the

platform being used….with good support from the

institution, Material and personnel resources-simulation

mannequins AV and staff for implementation

• Time constraints-time in class, time to prep, evaluation

and development

• Euler und Hahn

• GMS Journal of Medical Education (GMS J Med Educ 2017;34(4):Doc 46


The Solution

• Motivate-sense of importance for the learner, feeling of

responsibility, clear purpose, adequate time

• Learn-personalized non linear learning, exercises and

assignments with feedback,

• Apply-relate to the real world, review and update

JMIR Med Educ 2018 Jan-Jun; 4(1): e13

Questions & Answers

1.



CONSENSUS STATEMENT

CONSENSUS STATEMENT

1.

TEACHING-LEARNING AND ASSESSMENT PREPAREDNESS FOR...

Documents

Transcript of TEACHING-LEARNING AND ASSESSMENT PREPAREDNESS FOR...