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Lesson_1_Module_1_default (2)

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Hello, everyone. Welcome to the first lesson in this video course on small group learning. During lesson one, we will mainly examine small group learning during the basic sciences, and in the first module, I'll be looking at small group learning during undergraduate basic sciences medical education. Our learning objectives are, at the end of this module, you will be able to enumerate the role of the basic sciences in medical education and mention its advantages, list important recent changes in the medical curriculum, and provide examples of small group learning during the basic sciences. So the basic sciences undergraduate medical education leads to a basic medical degree, and in most countries, involves about four to six years of study. In certain countries, students need to be a graduate before they can enroll for the medical degree, while in other countries, students can enroll after about two years of schooling. Many students aim for specialization, and in certain countries, there's an integrated learning of the basic sciences. In certain countries, the integrated learning is divided into normal human subjects of anatomy, physiology, and biochemistry first, followed by the abnormal human subjects of pathology, pharmacology, and microbiology, while in certain other countries, all basic science subjects are learned together in an integrated fashion with early clinical exposure and community-based learning. The clinical relevance of the subject may sometimes not be apparent to students if students learned the basic sciences in isolation without early clinical exposure. The basic sciences prepare students for the clinical years and for postgraduate learning. In certain countries or certain schools, in aspirant curriculum, the basic science subjects are revisited, and certain students may specialize in the basic sciences. Developing skills of self-directed learning, which is important during continuing professional education and lifelong learning, is becoming important for medical students, and developing the skills of reflection and of study improvement. We'll look at reflection in more detail later. So what is small group learning? Small group learning is a process of learning that occurs when students work together in groups of eight to ten. There is active learning. Students analyze information and solve clinical problems. Students are sardylic learners— which we'll examine later, what is sardylic learning— will be self-motivated. Learning is deepened, there is synthesis of information, and students are able to apply information to other settings and work together as a team. The team could be of medical students alone, and increasingly, we are a diverse group of medical students, or in interprofessional learning, there can be groups of different health science students. Changes in medical education— among these are integrated learning, greater use of active learning strategies, the clinical relevance of the basic sciences is emphasized. There is greater community exposure and involvement. Greater student involvement is in the form of imports during curriculum design, but also during curriculum delivery and imports about teaching learning strategies. In many medical schools, student members of the curriculum committee are common. A traditional discipline-based curriculum, each subject was learned as a separate discipline and there was lack of integration among different disciplines. There may be some repetition of topics, and students may not get an integrated overview of topics. Students, as future doctors, will be using different disciplines together in an integrated fashion to treat patients. And there's a subject-based view of medicine in a traditional curriculum. Difficulties with a traditional approach where often students did not understand the clinical relevance of what they were being taught and the community relevance or community importance of the discipline was not mentioned or underscored. Newer curricular approaches— these are integration, early clinical exposure, active learning, small group learning, community exposure, greater learning in the community, and greater student involvement in curriculum design and delivery. The changes in the medical curriculum, which we already looked through previously, integrated learning—the integration can be organ system-based or theme-based. It's becoming common in many medical schools. In the country of Nepal, all universities follow an integrated curriculum. Organ system-based— so this, again, is quite common, but if lectures are used as the major teaching/learning strategy, organizing lectures in a proper chronological sequence to mimic development of the organ system is sometimes very challenging. Integration may be easier if based around common diseases from a particular organ system. Active learning, which we'll examine in more detail later, the clinical relevance of the basic sciences— so a lot of modifications are directed towards underlining the clinical relevance of the basic sciences. And early clinical exposure. So early clinical exposure students can apply their basic science knowledge in solving patient problems, and students better understand the clinical relevance of the basic science subjects. Learning in the community introduces students to community health problems, develops leadership skills, and is especially important in creating doctors for rural and underserved communities. Leadership skills— so doctors will be leaders in the community and in healthcare. Interprofessional education, where students from different health professions learn together. This is based on the premise that these students will be later working together as members of a healthcare team. See, if they learn together, there will be better cooperation and better understanding among different members of this healthcare team. The specific objectives of the medical school will dictate the curricula, and each medical school may have a specific objective and the teaching/learning methods which it uses will be in consonance with these objectives. Many medical schools, as I already mentioned, create doctors for rural and underserved areas. These students spend more time in rural communities, they work with rural practitioners and practitioners in underserved areas. They recruit more students from rural areas and create a rural pipeline where students in rural schools may be motivated for a career in rural medical practice. Small group learning during the basic sciences can be of various forms, like dissection in anatomy, problem-based learning, early clinical exposure, case-based learning, learning prescribing skills, learning in the community, and practical sessions in different subjects. We'll examine some of this in more detail in later sessions. To summarize, the basic sciences have a number of roles in undergraduate medical education. Small group learning can be defined as students working together in groups of eight to ten. It has a number of benefits, which we examined. Integrated learning, early clinical exposure, learning in the community, greater use of active learning are among the newer approaches in medical education. This ends module one of lesson one. We'll see you soon.

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Duration: 10 minutes and 6 seconds
Language: English
License: Dotsub - Standard License
Genre: None
Views: 7
Posted by: igi_global on May 15, 2015

Lesson_1_Module_1_default (2)

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