revising medical curriculum at the hanoi medical university · 2019-12-12 · curriculum developmen...
TRANSCRIPT
Revising medical curriculum at the Hanoi Medical University
No 1- Ton That Tung- Ha Noi- Viet nam . Tel: +844 38523798, Fax: +844 38521653 http://www.hmu.edu.vn
Key contents
1. Current medical curriculum of the HMU
2. SWOT analysis
3. Process to revise the curriculum
4. New curriculum
Introduction to HMU
1,377 staff members:
179 professors & Assoc./professors
653 doctors & masters
545 others 9.114 students in various levels and
types of education
40 majors (specializations), 4 schools, 3 institutes and centers , 1 campus, 1 hospital
Hundreds of Nation-level and Ministry-level scientific research projects.
•
•
•
Regular
Bachelor Of science
(4 year) 1.500
Doctor
(6 year)
4.500
Postgraduate
3.500
Regular Degrees
Current medical curriculum of the HMU
Education process
High school
students
Medical students (6 years)
Specialty orientation course (6-
12 months)
Residency (3 years)
Work at health related facilities
Master program (2 years)
PhD (4-6 years)
Second degree of specialty (2 years)
First degree of specialty (3 years)
Conventional Curriculum
Lectures: 64% Practice: 36%
Strengths Weakness
Opportunity Threats
SWOT
1. Strengths
1. Long history of medical training (117 years) high
reputation, attracts the best students
2. Number of teaching staff: about 700 teaching staff who are
highest ranking experts in their specialty, 38% have PhD
3. Clinical schools are high ranking hospitals at central level
4. Physical conditions and infrastructure have been
upgraded
5. Teaching methods have been improved during the past
years
7. Student assessment unit established and student
assessment is now more systematic, valid and reliable.
2. Weakness
1. Curriculum is not competency based, not integrated, has
not yet updated to respond to the society needs and
circumstances.
2. Too heavy, more theory oriented, several overlapping while
lacking some important topics such as problem solving
skills, communication, self study and research capacity
3. Student assessment: focus more on summative
assessment, and mostly are tests for low level of cognitive
ability.
4. Assessment of skill performance has not been well
designed and implemented in several modules
5. More students clinical schools are overloaded.
2. Weakness
6. Teaching staffs are too busy with other tasks in the hospital
as well as outside the hospital.
7. “Not open for changes” are common among teaching staff
8. Supportive system for training is not well designed and
functioned.
9. Training activities are not systematically managed
10. Use of IT in training management is still very limited.
1. International concerns of medical education stated in the report on renovation of health professional education in Lancet requirements for medical graduates are different (more in critical thinking, evidence based, self directed learning, communication, social knowledge and interaction)
2. Resolution 29-NQ/TW of the Central emphasizes on basic and comprehensive changes in education and training to meet the requirements of industrialization - modernization in conditions of market economy oriented and international integration
3. Health Professional Education Renovation Project focuses on medical and nursing programs opportunity to learn from experts.
4. Experiences from other universities.
3. Opportunities
Competency standards recently issued by MoH (May 18, 2015)
• HMU has to train medical graduates who have following competencies at:
1. Apply medical knowledge
2. Medical care/patient care
3. Communication and collaboration
4. Professionalism
1. Clinical hospitals are already overloaded
2. May be hard to get lecturer and tutors from hospitals
because they lack of interest to collaborate
3. Low level of tuition fees as regulated by the
government lack of resources for renovation
4. Students are still passive.
4. Threats
Revision of
medical curriculum
Exchange visits to other universities to learn
QUT, Australia 2014: 2 training courses(1and 6 weeks) about competency based curriculum development for 18 staffs
NUS, Singapore 2014: 2 training courses (1 week) competency based training for 10 staffs
Tokyo, Japan 2015: 1 week training course about competency based training for 6 staffs
Thailand 2015: 1 week training course about competency based training for 4 staffs
Sydney, Australia 2015 and 2017: 3 courses(1 week &4 weeks) competency based curriculum development and organization for 20 +14 staffs
Paris VII (Diderot), 2015: 1 week training course about competency based training for 4 staffs
CHU Strasbourg, 2016: undergraduate and post graduate training for 4 staffs…
Process
1. Seeking comments of key persons (head/vice head of department)
n %
Needs for
curriculum
renovation
Very necessary 123 58.0
Necessary 81 38.2
Don’t know 2 0.9
Not necessary 0 0
No answer 6 2.8
Integrated
curriculum
yes 195 92.0
no 7 3.3
No answer 10 4.7
Process- setting objectives
Renovate the medical curiculum and training activities to improve quality of graduate who are able to respond to the society needs in the coming period and to maintain leading role of the HMU in medical education, integration and globaliztion.
– 2014-2019: preparation
– 2019-2020: apply new curciculum
– 2024-2025: revision is completed.
Process
3. Setting up steering committee
4. Establishing technical groups: curriculum development; teaching method; student assessment; training organization; physical conditions
5. Training technical groups.
Principles for changes
1. Integrated Competency based curriculum, in responses to globalization and internalization
2. Maintain the professional departments
3. Replace the old curriculum on yearly basis
4. Ensure other training activities.
Plan
1. Learning outcomes development
3. Develop module learning outcome
4. Develop syllabus
2. Integrated, competency based
5. Training management
6. Development of Teaching materials
7. Student assessment designs
8. Monitoring and supervision
SCie
ntific co
mm
ittee
s , Re
ctor b
oard
, Ste
erin
g com
mitte
e, …
Year 6
Training Develop syllabus
Teaching materials
Assessment design
Implement
Year 5
Training Develop syllabus
Teaching materials
Assessment design
Implement
Implement
Year 4
Training Develop syllabus
Teaching materials
Assessment design
Implement
Implement
Implement
Year 3
Training Develop syllabus
Teaching materials
Assessment design
Implement
Implement
Implement
Implement
Year 2
Training Develop syllabus
Teaching materials
Assessment design
Implement
Implement
Implement
Implement
Implement
YEaR 1
Training Develop syllabus
Teaching materials
Assessment design
Implement
Implement
Implement
Implement
Implement
Implement
Technical Revising learning outcomes
Curriculum development
Training technical group
Development off module learning outcomes
Capacity building for core group
2017 Rector board, more guesss 2019-2020 Rector baard
2023-2024
Rector, steerin g commitees
2016-6/2017
Mission and vision of medical program
Hanoi Medical University will graduate medical students who are outstanding clinicians, who are research capable, life long learners, and internationally recognized for their compassion and competence and committed to improving the health of the country.
(10/2016)
Competencies
1. Apply medical knowledge
2. Medical care/patient care
3. Communication and collaboration
4. System-based practice
5. Professionalism.
New curriculum
Teaching methods
• Short lectures
• E-learning
• Team based learning (TBL)
• Student lead Seminars
• Group exercises
• Skill Lab
• Bed site teaching.
Training management
• Revising training management system
• Develop teaching/learning procedures
• IT system
• Monitoring and Reporting system.
Student assessment
• MCQs,
• Short essays
• OSPEs, OSCEs
• MiniCEX (Mini Clinical Evaluation)
2013: Computer based exam
With computer based exam we can:
• Introduce questions with images, video higher level of knowledge and skill, can combine assessment of knowledge and skill
ASSESSMENT SYSTEM 800 TABLETS
FINGER PRINT CHECK IN
ONLINE EXAMS
2017: Use of fingerprint to check in
In 2019: using tablets for assessment of both
knowledge and skill
Tablet based practical exam Reduce paperwork for teacher, more accurate, save time to complete the scoring
800 TABLETS
Getting feedback continuously
• From students:
– Direct feedback
– End of the training modules
• From teaching staffs: End of training modules
• Regularly Meetings among steering committee and technical groups decide changes, supports.
THANK YOU FOR LISTENING!
If it doesn’t challenge you, it won’t change you.