2' Information Educational philosophy and principles

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2. Information
Educational philosophy and
principles Curriculum overview
Structure of the faculty - Schools and
programs - Governance, committees -
Appoint. promotion policies
3. Acquaintance
Meeting
with the Dean, Vice Dean Chairs
Meeting with students
4. External recognition
Demonstrating international recognition by
the BBc film
5. To strike when the iron is still hot
Free discussion

Defining continuation programs
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2. Contents
Teaching/learning methods -
Available methods - Considerations for
selection Cognitive levels - How to
identify the level? - How to raise the
level? Evaluation Basic concepts - Different
methods - Considerations for selection
3. Structure Modular -
presenting the problem - Structured task
in groups - Feedback from plenary -
Unstructured task in groups - Feedback
from plenary - Summarizing notes
Small, interdisciplinary groups
Concrete and product
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Duration 3 successive days, 9 hours/day
Pre-workshop assignment Identifying and
raising cognitive level of questions
Repeated modules Each day each participant
does the following Teaches a group of peers
(videotaped) Receives feedback from peers
(moderated by the trainer(s)) Watches
his/her own videotaped performance
with an educational expert in private
Participates in providing feedback to peers
Attends lectures on educational principles of
instruction (by trainers) On the last day
also reviews discusses own performance
during the entire period with
educational expert
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Objectives To change the attitudes
of the teachers - teacher is NOT main source
of information - teacher does NOT responsible
for st. learning - teacher does NOT determine
process To provide knowledge on - Group
processes - self-directed problem-based
learning - adult learning To provide the
know-how and to train newly acquired skills
Method
Reiterating the newly acquired
behavior in different capacities, as a
learner of a patient problem
tutor of a learning group of peers
moderator of group feedback to tutor observer
of tutors behavior (confidentially) tutor a
real student group student who observes own
videotaped performance with an educational
expert
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Different evaluation measures
Different formats of written items MCQ, MRQ,
K-Type, Matching, Fill-in, Casual
relations.Short open-ended, MEQ, Q4
Cognitive levels
Clinical evaluation Check-lists,
observations, structured experiences,
simulations OSCE
Item analysis and its use
Constructing examinations Scoring
Evaluation spread-sheet Issues of validity
reliability
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Stimulating and encouraging students
verbal activity during lessons much more than
before
Lecturing for shorter periods of time than
before
Raising own cognitive level of the verbal
encounters during the lesson
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Make educational decisions, establish
policies and solve problems in medical and
health prof. schools in relation to the
entire curriculum, program or course.
Design curricula and programs over
disciplines or in specific fields.
Develop instructional techniques, method
and materials.
Evaluate students, programs and teachers,
using various existing and innovative
assessment instruments.
Train teachers and develop faculties
2. Study education Issues by research

• Consult to institutions / individuals on
• educational matters

4. Improve own instructional proficiency
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Multiphasic Model for Faculty Development and
Teacher-Training at Faculty of Health Sciences

Ben-Gurion University, Beer-Sheva, Israel
Dan E. Benor, MD
Dean, Recanati School
for community Health Professions
Phase 1 Orientation perceiving the
framework Becoming a staff member at BGU
Teaching commu-nication skills
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Responding to institutional needs
Providing interdepartmental channel of
communication in educational context
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Advantages of the multiphasic approach
Understanding educational premises and language
Acquiring skills in context of theory
Creating student oriented attitude
Adopting systematic rather than intuitive
approach
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Advantages of the multiphasic approach
Application of acquired knowledge and skill
before moving to a higher level
Enriching the educational repertoir by
providing alternative methods
Providing opportunities to strengthen specific
areas
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Advantages of the multiphasic approach
Repetitive exposure to the educational
discipline
Gradual taking on educational responsibilities
Feedback from real life experiences in between
training modules
Self selection of areas of interest for
further learning and areas of weakness for
stregthening
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Advantages of the multiphasic approach
Identifying potential educational leaders
Nurturing both