Current curriculum/practice | Strengths | Challenges/Recommendations |
---|---|---|
Course Contents | Well sequenced Relevant topics Clinically oriented cases Basic principles and theories useful Well built up from concepts to application | Consistency in delivery by diverse facilitators (clinical/basic science faculty) More contextually relevant cases |
Mode of Instruction | Interactive sessions Role plays interesting Simulated patients effective Well-made Scenarios Small group activities work well Discussions improved understanding Movies/video clippings effective resource | Teaching in small groups (multiple facilitators required for small group work, multiple venues and logistics required for small group activities) Involvement of clinical faculty |
Integration | Good integration in modules seen in Years I and II | Better integration required in PBLs and PSILs PBL facilitators to be better equipped for addressing ethical issues |
Assessment | Student worksheets help assess student learning Student assignments reflect their learning Student presentations show understanding Reflexive notes reflect their thoughts, feelings and bias | Introducing summative assessment |
Engagement | Concurrent sessions with smaller groups facilitated discussion Interactive lectures helped keep students engaged Reflexive/reflective notes show student involvement with the subject In class worksheets improved learning and engagement Questioning increased critical thinking | Multiple faculty (2–3 faculty required for concurrent sessions) Faculty with diverse experience (faculty with a background of bioethics and clinical faculty) Multiple venues (availability of more than one venue for each session) Logistics/resources (in terms of venues, equipment) |
Student achievement (In terms of personal and development-as quoted by students) | Broadened understanding and helped understand the individual case and not only the disease Helped become more empathetic and humane Contributed significantly to critical thinking, reasoning, and problem-solving skills Assisted in setting clear cut professional norms/boundaries Not only helped become a better practitioner but a better person Increased sensitivity to ethical issues Changed perception of role of health care provider Helped differentiate between right and wrong Reflection on own and others’ behaviors | Limited self-reflection ensuring skill development |