3 x 2 days 

Module 1: Teaching and learning in Competency-Based Osteopathic Education (Principles of Learning and Teaching) ILOs:

• Critically apprise the roles of teachers in health profession education and the contextual factors involved in teaching and learning
• Use learning theories as interpretative keys for ILOs development, Teaching/Learning Activities and assessment strategies
• Design Intended Learning Outcomes through taxonomic frameworks
• Align constructively their own course

 Day 1

• The role of the teacher in health profession education

o The Teacher Perspective Inventory

o Teaching according to how students learn

o Contexts for effective teaching and learning

o Class climate management

o How to build good didactic materials

• Learning theories: Cognitivism, Constructivism, Behaviourism

 Day 2

• The move to Competency-Based Osteopathic Education

o What is Competence

o What is Competency-Based Education, Curriculum Design

o How to write an ILO using taxonomic frameworks

o Bloom Taxonomy

o SOLO Taxonomy

o Backward curriculum design, Constructive Alignment

 Core Modules ASSESSMENT

Formative: Peer observation of teaching

Summative: Reflective writing on peer observation feedback (small essay)

Module 2 : Docimology: the science behind the assessment ILOs:

• Critically apprise the context and properties of summative and formative assessment
• Develop a methodologically strong structured test using different type of items aimed to assess the cognitive component of competence.
• Perform the Classical Item Analysis to assess the quantitative properties of a structured test
• Develop different assessment tools based on a behavioural paradigm to assess the psychomotor and relational components of competence.
• Give a methodologically correct formative feedback in the context of formative assessment

 Day 1

• Properties of Formative and Summative Assessment
• Structured test methodology

o True/False

o Multiple Choice Questions

o Extended Match

o Key Feature Problems, Grading theories:

o Criterion-referenced

o Norm-referenced

• Classical Item Analysis
• Unstructured tests: Open Short Answers (following the SOLO Taxonomy)
• How to build an assessment tool (e.g. rubric, checklist…) for sages and open texts.

 Day 2 • Technical and manual skills assessment o Building behaviourism based assessment tools for Technical and manual skills

▪ Checklists

▪ Rubrics

o The OSPE (eventually presentation of the mini Cex and the OSCE, or other standardised assessment models)

o Integrating the not observable components into a systemic assessment.

• Professionalism assessment o Situational Judgement Test (SJT)
• Formative assessment

o How to give a formative feedback

o How to plan formative assessment

ASSESSMENT Formative Summative

 

Module 3: Implementation of training: TLA ILOs:

• Design clinical cases for Case-Based Learning
• Manage a small group session
• Integrating serious games into osteopathic education
• Design a Team-Based Learning session
• Design a Problem Based Learning session
• Design Medical Humanities session to develop interpersonal skills
• Apply Entrust-able Professional Activities as a framework to guide the clinical tutoring

 Day 1

• Principles of active learning
• How to flip a classroom
• Small group learning
• Case-Based Learning
• Entrust-able Professional Activities in clinical practice – How to organise your clinic

 Day 2

• Team-Based Learning

ASSESSMENT Formative Summative

 

Option 1: Reflective practices in Osteopathic Education

 Day 1

• Simulation (Relational Simulation)

 Day 2

• Community of practice
• Teachers’ portfolio
• Intref
• OSTE

 

Option 2 : choose 2 of the following

• Problem-Based Learning (1d)
• Medical Humanities (1d)
• Game-Based Learning (4h)

Catherine Clair D.O., MSc.

(England)

Giacomo Consorti D.O., Msc.

(Italy)