© 2011 Partners Harvard Medical International Strategic Plan for Teaching, Learning and Assessment Program Teaching, Learning, and Assessment Center Strategic

© 2011 Partners Harvard Medical International

Strategic Plan for Teaching, Learning and Assessment

ProgramTeaching, Learning, and

Assessment CenterStrategic Implementation

Mohammed Al-Naami, FRCSC, M Ed.Program Director

© 2011Partners Harvard Medical International

STATEMENT OF THE PROBLEM AND PURPOSE

• Globally, health professional education has not kept in pace with current challenges and changes of the 21st century health care systems and needs

• Most of health education curricula are outdated and created in isolation producing ill-equipped graduates

• Interdisciplinary health education is one of the recommended strategies to improve health care systems as they are becoming more complex, costly, and rely on care delivered by teams

• Our aim is to improve health sciences education programs and their products through collaborative interdisciplinary co-education

2


DESCRIPTION OF THE PROJECT /INTERVENTION

• This program was launched in May 2010 to deal with the development of health sciences education especially in teaching, learning, and assessment

• A leadership group of health educators representing the health colleges that educate more than 7000 students and have about 2000 faculty staff was involved in the development of the strategic plan and structure of the proposed teaching, learning, and assessment center

• This project was planned in collaboration with Partners Harvard Medical International (PHMI) over the course of one year

3


AGREEMENT

4


METHOD

• Based on student surveys, SWOT analysis, internal and external program accreditation reviews for some health sciences colleges, and other evaluation initiatives for graduate health education programs,

• The need to improve health education became apparent in all health sciences colleges (medicine, dentistry, pharmacy, applied medical sciences, nursing, and emergency medical services)

• The leadership group was involved in 6 faculty development exercises, 3 workshops were conducted in Riyadh, and they attended a total of 3 courses in Boston at the Harvard Macy Institute focusing on various aspects of the project

5


Implement

Operate

Evaluate

Mission

Vision

Strategy

Program Plan

ProgramsGovernance

InfrastructureManpower

Stakeholders

SpecificMarket• Needs• Opportunities• CustomersRegulations

GeneralInnovationsModelsPrinciplesBenchmarks

Business Plan

General Approach to Program Planning

6


Vision and Mission

To create a leading center for excellent teaching, successful learning, and effective assessment in the health sciences

• To set standards and create guidelines that promote excellent teaching, successful learning, and effective assessment.

• To implement interdisciplinary collaborative education among the health science colleges

• To provide faculty and students with resources on best educational practices

• To provide training and support for faculty in developing their careers as health science educators including scholarly activities related to health science education

7


Values

• Professionalism and Communication • Student-centered and Safe Learning Environment • Critical Thinking and Self-directed Life-long Learning • Social Accountability and Consciousness• Teamwork and Equality • Patient-centered Care • Commitment to Islamic values

8


Learning Goals:

• Goal 1: To provide a high-quality learner-centered/self-directed learning experience that ensures best academic achievement, successful scholarship, and readiness for employment

• Goal 2: To emphasize learning that adapts all learning theories each in its right context based on adult learning principles

• Goal 3: To create a supportive learning environment where learners interact actively with the curriculum, patients and teachers in complex real-life problems

• Goal 4: To build learners’ self-awareness of values, attitudes, and beliefs that influence their learning achievement and actions to a high caliber professional career.

9


Teaching Goals

• Goal 5: To promote and support distinguished and innovative educational excellence and scholarship among faculty.

• Goal 6: To promote leadership and management qualities among health care faculty to cope with the rapidly changing global educational environment.

• Goal 7: To develop faculty policies, career and incentives that support the essential role of teaching in light of competing priorities.

• Goal 8: To promote interprofessional health education to develop insights, shared knowledge and teamwork skills that promote effective collaboration to deliver high quality care efficiency.

10


Assessment Goals

• Goal 9: To establish a system approach and “culture of assessment”, in which evaluation and assessment in health sciences education encompass the assessment of the program and resources; students experience (process) and learning outcomes; and staff and teaching.

• Goal 10: To develop a comprehensive approach to assessment that addresses all educational domains including knowledge, skills, and attitudes/values.

• Goal 11: To enhance all relevant assessment methods that are in use for health sciences education, establish adequate measurements criteria, and make use of assessment and evaluation results for further improvement.

11


Governance Structure

12


Approach to Implementation

• Presenting the strategic plan to each health science college board meeting for discussion, and where each health science college can contribute to the program and the plan for its implementation (Beginning of the academic year 1433-1434 , Fall 2012)

• Elements for discussion may include: Cooperation of the health science college (HSC) with the program Involvement of various departments within each HSC and their

feedback Highlighting similar programs at the level of the HSC and KSU Involvement of relevant and interdependent departments at KSU Cooperation with national and international health profession

education universities and institutes Possibility of making it a unified center that serves all HSCs Research opportunities

13



• Intensive 1-2 days strategic workshop that involve the leadership, T&L, and A&E Committees focusing on the phasing and timeline for the major elements of the center/program (Beginning of the academic year 1433-1434, Fall 2012)

• These element may include: Data gathering Surveys Programs Guidelines Training Systems Resources Governance Research

14



• Faculty Development Course, Riyadh, Fall 2012• The aim of this is to “Train-the-Trainer “ in a two-day program for

20-30 health sciences faculty • Proposed Topics Include: Learning theories and their application in a learner-centered

environment Teaching in multiple settings Assessment including test construction and feedback Program evaluation Conducting educational research Creating competency-based curricula, courses and assessments Designing faculty development coursesThis program can be done in collaboration with PHMI and furtheragreements can be made then

15


Professional Development Programs at Harvard

• Program for Educators in the Health Professions January 13-23 and May 5-10, 2013

• A system Approach to Assessment in Health Professions Education March 10-15, 2013

• Program for Leading Innovations in Healthcare and Education June 9-14, 2013

These are highly specialized courses that may serve our program by sending appropriate themes to consult for and improve their assigned projects

16


Teaching, Learning, and Assessment Center

17

Documents

© 2011 Partners Harvard Medical International Strategic Plan for Teaching, Learning and Assessment Program Teaching, Learning, and Assessment Center Strategic