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Published by gita_12, 2016-02-23 02:56:54

Quality Assurance in Medical Education

Quality Assurance in Medical Education

Education [2] 9. Periodic
Quality Review
Monitoring
Teachers
101 should be made
accountable.

There should

be periodic

review of

performance of

teachers.

10.
Recognition
and
Encouragement

Recognition
and
encouragement
of teachers

who carry out
innovations in
medical
education.

Error
Rectification

Quality
Improving

Comments:

Abhijeet :

Faculty Input Process Output Feedback
Development
Orientation Time to time Periodic skill - Periodic
Quality programmes revised basic and structured
for newly course knowledge feedback
recruited workshop on assessment from
teachers. MET / of teachers students on
Advanced with departmental
course on counseling by and individual
MET/ the teacher’s

102

Improving Sensitization Institutional performance.
on newer Quality
concepts. Assurance - Meticulous
Cell. analysis of
semester/
summative
exam results.

- Community
feedback on
performance
of passed out
medical
graduates
serving in the
society.

103

Team Commitment pertaining to TL methods.

Input Process Output Feedback

Quality 1. Is your 1. Is there an 1. Is the 1. Is the
defining educational appropriate
program environment institute institute
providing for teaching
academically and learning providing an monitoring,
rigorous, which makes
coherent but best use of environment in maintaining
flexible the talents
education, and abilities which and striving to
which is capable of staff and
of stretching students students can raise the
the abilities of within the
the most resources develop standards of
intellectually available? (in
able students? particular by personally as teaching
ensuring
2. Are the TL effective well as provision, in
methods of planning and
your system coordination, academically? order to
able to attract by reducing
the staff and pressures on (by offering ensure that
students of the academic and
highest other them the its students
intellectual teaching
caliber, and staff, by opportunity to are
meeting the
acquire a consistently

broad range offered the

of skills and highest quality

to benefit of education?

from social 2. Are you
interaction providing
with academic students with
staff and an accurate
fellow reflection of
students) their
capabilities
2. Are there and
adequate

104

challenges identifying learning attainments

posed by the and adopting opportunities through the

growing the most for students? use of fair

diversity of effective 3. Are there and
pre-university methods for well trained comprehensive
education? teaching and teachers to methods of
learning and use Various TL assessment?
3. Are the by providing Methods?
teachers adequate 3. Are the
getting well infrastructure 4. Do teachers weak areas
trained to make and support) meet the being
successful use standard of improved by
of appropriate 2. Is the trained consensus
TL methods? institution faculty? from faculty
fostering a and students?
4. Are the TL climate in 5. Is there a
methods getting which well set 4. Are you
properly used in teaching is infrastructure maintaining a
the classroom? highly valued for required continuous
and in which TL feedback of
5. Are T/L pedagogic environment? all TL
methods issues, such as activities?
consistent with the
educational development 5. Are the
objectives? of teaching appropriate
and changes being
6. Do the T/L assessment made to the
methods fulfill methods, are existing
the principles the subject of curriculum/
of active regular, well- approaches
student when the need

105

participation? informed arise?

7. Is the debate? 6. Student
feedback &
Management 3. Has the peer review –
Were the
well informed institute students able
to achieve the
about the need developed a learning
objectives?
of robust
7. Was there
Infrastructure? approach for active
participation
evaluating the of students?

ongoing TL Frequent
planned
activities? meeting with
all the
4. Do faculties stakeholders?
and
coordinators
perform a
periodic
SWOT
analysis for
the ongoing
TL activities?

5. Are
Students
learning
effectively
through
various TL
methods?

6. Are

106

Teachers will
be more
satisfied with
their job?

7. Have you
prepared a
blueprint
thereby
aligning the
LO, T/L &
Assessments?

8. Have you
incorporated
problem
solving & case
based
learning?

9. Are
management
and the other
stakeholders
being
periodically
informed
about the
process of
development?

107

Error 1. Are the 1. Are 1. Are the 1.Were the
rectification analysis of
problems Faculties faculties feedback &
the remedial
based on the learning to adopting the measures
shared with all
feedback and correct the rectified and stakeholders?

the mistakes appropriate

challenges and developing TL after the

being the skills of feedback?

rectified? learning from 2. Were
the remedial
2. Is student reflection? measures
feedback &

faculty 2. Were designed
feedback feedback & based on
analyzed? pass rates feedback &
discussed at pass rates?
3. Is course departmental
completion & meetings?
pass rates

evaluated? 3. Were

feedback &

pass rates

discussed at

inter

departmental

meetings /

curriculum

comm.?

108

Comments & Suggestions
Abhijeet: Is it not relevant to consider the semester/ summative exam
results under Q Monitoring and Improving in Feedback column?

TL methods are developed to impart educational information and knowledge to
students keeping in mind the objectives of curriculum satisfying SMART
criteria and in exams we try to assess whether the learning objectives have
been achieved. So, I feel exam results may be considered as a valuable
feedback tool which would certainly help in Q monitoring/improving, as far as
TL methods are concerned.

Gita: Team commitment has given a brilliant checklist on TL methods-
1-I saw that all questions are Yes/No questions. Sometimes we will need
descriptive or open ended questions. I think that will enable us to have better and
more comprehensive checklists. What do all fellows have to say about the type of
questions in a checklist?
2-When we were working in team perfection we realised that by removing the
question words (Why, Is it, Do you etc) from the checklist questions, it becomes a
policy draft. (Just like our objectives for a session can become assessment
questions)

109

Thread_7: Quality Assurance in ME_October
Our friends dear Sanjoy, Gita and Juhi were summoned by their Principal. Let us

see, what happened there…
Oww!! Dear friends, the learned Principal of Himalayan Institute of Medical
Sciences has given us more food for thought!!
How can we use this new knowledge gained during the month to check and
improve QA in our own departments / institutes?

110

So friends, you are requested to please try to do a SWOT analysis for "QA in
ME" in YOUR institute and make a plan / list of possible actions/changes
which YOU would like to be implemented to move forward.

As an example, Team conformance depicted a SWOT analysis of Ravana as a comicography image:

Participants: Purnima, Hem, Sumanth, Abhijit, Gokul , Hironmoy, Upreet, Hetal,
Vanita, Gita, Kavita, Mohit, Bharati, Vijay, Gagan, Nilima, Juhi

111

(Numbers after(-) show number of respondents sharing same views)

STRENGTHS

Manasee guided the fellows on SWOT analysis:
SWOT analysis aims to identify the
key internal and external factors seen as important to achieving
an objective. SWOT analysis groups key pieces of information
into two main categories:

1. internal factors –
the strengths and weaknesses internal to the
organization

2. external factors –
the opportunities and threats presented by the
environment external to the organization.

Supportive management-14
Motivated Faculty members-13
Functional Active MEU-9
Inter-disciplinary coordination/ help-2
Good Infrastructure -8
Brand name- 3

Adequate number of faculty members
Cognizance of the existing problems
Good clinical material (patients)
Public lectures, guest lectures, workshops, seminars

Virtual teaching laboratory

112

Highest pay package in the country.
Incentives in the form of on-duty national/international conferences, workshops
College is sea facing and sea view is a great stress buster
Regional centre status
Holistic approach of institute
Many people trained from CMCL
Meticulous execution & documentation of all MEU activities
Planned Feedback system for each activity
NAAC accreditation - currently undergoing it and thus learning about and
hopefully adopting best practices
Student involvement in MEU activities (organisation, conduct and participation)
Near-Peer Mentoring program – that provides feedback on institutional
environment and learning roadblocks
Vision to become one of the top 100 universities of the world
Favourable regulatory policies in both the countries (India and Malaysia)
Better salaries for faculty members
Location of the institution: the only dental college in Melaka state thus attracting
the entire population for quality dental treatment.
Disciplined obedient students
Availability of latest text books and internet facility for students and teachers in
central library
Availability of internet in all the departments for teachers.

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