Table 5 matrix of tasks and methods of teaching–learning and methods of assessment of learners in the interprofessional task based learning program
Tasks | Teaching–learning method | Assessment method | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| Â | Interprofessional Problem-solving based method | Interprofessional small groups | Interprofessional Simulation | Interprofessional Workplace-based | Interprofessional Blended/virtual learning | Written | Reasoning | Simulation | Observational | Performance recording |
Axis: Identifying and assessing the risk of workplace hazards (exposure risk assessment) | ||||||||||
To carry out an initial assessment of the work environment in the form of an occupational health team (walkthrough survey) | Team project | Interprofessional discussion (based on working round) | Â | Interprofessional working round | Â | Project/report | Â | Â | Â | Logbook/Portfolio |
To design a plan for quantitative environmental exposure measurements based on the initial assessment results | Â | Â | Teaching in a simulated environment | Interprofessional project in the real environment | Â | Designing written project | Â | Simulation/Project-based | Observational/short case | Logbook/Portfolio |
To design a plan for personal quantitative exposure measurements based on the results of the initial assessment | Â | Â | Teaching in a simulated environment | Interprofessional project in the real environment | Â | Designing written project/ Project-based | Â | Â | Observational /short case | Logbook/Portfolio |
To measure the psychological hazards of the workplace | Scenario/case-based teaching | Â | Â | Â | Virtual teaching (revers) | Simulation/Project-based | P.M.P/KF | Â | Â | Logbook/Portfolio |
To measure ergonomic hazards of the workplace | Scenario/case-based teaching/Problem solving based | Small group discussion | Discussion based on film and virtual reality | Â | Virtual teaching (revers) | Project-based | P.M.P/KF | Simulation-based (written) | Observational/practical | Logbook/Portfolio |
To compile an occupational exposure matrix in the occupational health team based on the measurements | Problem-solving based | Concept map | Â | Â | Â | Modified written/scenario-based | P.M.P-KF | Station-based simulation | Â | Logbook/Portfolio |
To prepare a report of assessments and measurements of workplace exposures in cooperation with the members of the occupational health team | Project-based learning | Interprofessional group Discussion | Â | Â | E-learning and Filliped classroom | Project-based assessment | Â | Â | Â | Logbook/Portfolio |
To interpret the results of the measurements and present them to different stakeholders | simulation/case-based learning | Interprofessional small group | Â | Â | e-learning | Essay-Modified Essay | P.M.P-KF | Â | Â | Logbook/Portfolio |
To identify occupations with risk level 1 | Project-based learning in an interprofessional team | Interprofessional small group | Â | Interprofessional rounds | Â | Modified essay examination | P.M.P-KF | Â | Â | Logbook/ Portfolio |
To identify the hazards of high-standard jobs | Project-based learning in an interprofessional team | Interprofessional small group | Â | Interprofessional rounds | Â | Â | P.M.P-KF | Â | Â | Logbook/ Portfolio |
Axis: Controlling occupational hazards | ||||||||||
To plan for controlling occupational hazards in the occupational health team based on prioritization | simulation/case-based learning | Interprofessional small group | Â | Â | Â | Modified essay examination | P.M.P-KF | Â | Case-based Discussion | Logbook/Portfolio |
To control chemical hazards of the workplace | simulation/case-based learning | Interprofessional small group | Â | Â | Â | Modified essay examination | P.M.P-KF | Â | Case-based Discussion | Logbook/ Portfolio |
To control physical hazards of the workplace | simulation/case-based learning | Interprofessional small group | Â | Â | Â | Modified essay examination | P.M.P-KF | Â | Case-based Discussion | Logbook/ Portfolio |
To control biological hazards of the workplace | simulation/case-based learning | Interprofessional small group | Â | Â | Â | Modified essay examination | P.M.P-KF | Â | Case-based Discussion | Logbook/ Portfolio |
To control psychological hazards of the workplace | simulation/case-based learning | Interprofessional small group | Â | Â | Â | Modified essay examination | P.M.P-KF | Â | Case-based Discussion | Logbook/ Portfolio |
To control ergonomic hazards of the workplace | simulation/case-based learning | Interprofessional small group | film and Interprofessional discussion | Â | e-learning | Modified essay examination Modified essay examination | P.M.P-KF | Â | Case-based Discussion | Logbook/ Portfolio |
Axis: Determining the appropriate job position for each person (fitness for work) | ||||||||||
To determine appropriate job positions for employees based on demographic characteristics, individual abilities, hazardous factors identified in the workplace, and underlying diseases | Case-based learning/scenario-reasoning teaching methods | Interprofessional small group | Simulation | Ambulatory care learning | Â | Modified essay examination | P.M.P-KF | Â | Case-based Discussion Observational Examination (MINI-CEX) | Logbook/Portfolio |
To find a person physically fit for the work based on the reports of the occupational health team and the estimated physical workload | Case-based learning/scenario-reasoning teaching methods | Interprofessional small group | Simulation | Ambulatory care learning | Â | Modified essay examination | P.M.P-KF | Â | Case-based Discussion Observational Examination (MINI-CEX) | Logbook/Portfolio |
To find a person mentally fit for the work based on the reports of the occupational health team and the estimated mental workload | Case-based learning/scenario-reasoning teaching methods | Interprofessional small group | Simulation | Ambulatory care learning | Â | Modified essay examination | P.M.P-KF | Â | Observational Examination (MINI-CEX) | Logbook/Portfolio |
Axis: Occupational health examinations (health risk assessment) | ||||||||||
To design occupational health examinations and evaluations in collaboration with other professionals based on the reports of the occupational health team | Case-based learning/scenario-reasoning teaching methods | Interprofessional small group | Simulation | Â | Â | Modified essay examination | P.M.P-KF | Â | Case-based Discussion | Logbook/Portfolio |
To conduct occupational health examinations and evaluations based on the designed protocol in collaboration with other professionals | Â | Peer learning | simulation: role play/ROLE MODEL Simulated patient | Ambulatory care learning | Â | Â | Â | OSCE Simulation Examination | MINI-CEX | Logbook/Portfolio |
To decide about the employment of the individuals based on the assessments | Case-based learning/scenario-reasoning teaching methods | Interprofessional small group | Simulation | Ambulatory care learning | Â | Modified essay examination | P.M.P-KF | Â | Case-based Discussion | Logbook/Portfolio |
To use all national and international standards and requirements about occupational health services in presenting occupational health services | Case-based learning/scenario-reasoning teaching methods | Â | Â | Â | E-learning, Flipped classroom | Modified essay examination | Â | Â | Â | Logbook/Portfolio |
To report the results of occupational health assessments to the relevant authorities | Case-based learning/scenario-reasoning teaching methods Project-based learning | Â | Â | Â | E-learning, Flipped classroom | Modified essay examination | Â | Â | Â | Logbook/Portfolio |
To provide preventive services for non-occupational diseases to employees | Case-based learning/scenario-reasoning teaching methods | Interprofessional small group | Â | Â | E-learning, Flipped classroom | Modified essay examination | P.M.P-KF | Â | Case-based Discussion | Logbook/Portfolio |
Axis: Managing work-related/occupational diseases | ||||||||||
To use appropriate methods to diagnose occupational diseases | Case-based learning/scenario-reasoning teaching methods | Â | Simulation | Ambulatory care learning | Â | Modified essay examination | P.M.P-KF | Â | Case-based Discussion Observational Examination (- DOPS. MINI-CEX) | Logbook/ Portfolio |
To use appropriate methods to treat occupational diseases | Case-based learning/scenario-reasoning teaching methods | Â | Simulation | Ambulatory care learning | Â | Modified essay examination | P.M.P-KF | Â | Case-based Discussion Observational Examination (MINI-CEX) | Logbook/ Portfolio |
To apply appropriate methods for rehabilitation and early return to work of employees | Case-based learning/scenario-reasoning teaching methods | Â | Simulation | Ambulatory care learning | Â | Modified essay examination | P.M.P-KF | Â | Case-based Discussion Observational Examination (-MINI-CEX) | Logbook/Portfolio |
To identify the relationship between diseases and hazardous factors in the workplace | Case-based learning/scenario-reasoning teaching methods | Interprofessional small group | Â | Â | E-learning, Flipped classroom | Modified essay examination | P.M.P-KF | Â | Case-based Discussion | Logbook/Portfolio |
To register and report occupational diseases based on national and international guidelines | Case-based learning/scenario-reasoning teaching methods | Â | Simulation | Â | E-learning, Flipped classroom | Essay | Â | Â | Â | Logbook/Portfolio |
Axis: Inter-organizational and inter-disciplinary relations and legal judgment | ||||||||||
To cooperate with external organizations (forensic medicine, insurance organizations, medical council, judiciary, and labor office) | Case-based learning/scenario-reasoning teaching methods | Interprofessional small group | Role play- Simulation | Workplace-based education | Â | Modified essay examination | P.M.P-KF | Objective structured examination TOSCE | Case-based Discussion Observational Examination (MINI-CEX) | Logbook/Portfolio |
To seek the consultation of specialists from other disciplines only when necessary for the proper diagnosis and treatment of occupational and non-occupational diseases and respond to their consultations | Case-based learning/scenario-reasoning teaching methods | Interprofessional small group | Role-play Simulation | Workplace-based education | Â | Modified essay examination | P.M.P-KF | TOSCE- Objective structured examination | Case-based Discussion Observational Examination (MINI-CEX) | Logbook/Portfolio |
To cooperate in monitoring the provision of occupational health services | Case-based learning/scenario-reasoning teaching methods | Â | Â | Workplace-based education | E-learning, Flipped classroom | Modified essay examination | Â | Â | Case-based Discussion | Logbook/Portfolio |
Axis: Education and scholarship in providing occupational health services | ||||||||||
To carry out professional activities based on a scholarly approach | Case-based learning/scenario-reasoning teaching methods Project-based learning | Â | Â | Â | E-learning, Flipped classroom | Project-based assessment Modified essay examination | Â | Â | Â | Logbook/Portfolio |
To collaborate in educating different stakeholders | Case-based learning/scenario-reasoning teaching methods | Interprofessional Small Group | Simulation Role play/ -Role Model | Â | Â | Â | Â | Observation Examination /Objective structured examination/TOSCE | Â | Logbook/Portfolio |