T5-Lite Portfolio

Tarun BhatnagarICMR School of Public Health

National Institute of Epidemiology (ICMR)

Chennai

Biography - letter to reader

Dear Reader, Teaching is a science and an art. I invited both the scientist and the artist in me to be a part of the T5-Lite (abridged version of Boston University’s Teaching the Teacher to Teach programme) at NIE, Chennai. I invite you to take a glimpse into my work and experiences in the programme

Using my teaching portfolio

• Collection of evidences towards my teaching activities.

• Insight into my beliefs, intentions and actions and to bring the three to sync.

• Develop teaching styles and techniques to best suit the curriculum and student needs.

• Reflect upon what worked and what didn’t. • Quantum of my teaching activities as part of

my overall job responsibilities. • Integrate my research work into my teaching

and vice-versa.

Teaching philosophy Metaphor: Teaching is like setting a ship to sail

.

“I see my classroom as a fleet of ships. I am on the ship, not as the admiral but a more experienced crew. Together we cruise through the waters, the wind and the

rocks in the journey for knowledge and fulfilment of our dreams”

Teaching Perspectives Inventory

Microteaching5 minute session on “The Kurta”

WHAT WENT WELL

• Opening and closing the session

• Organization of the session

• The voice

• Self-confidence

WHAT NEEDS WORK

• Using the blackboard

• Using the classroom space

• Less is more

• Interaction with students

Active learning/technology

I need to reduce my lecturing.I have to develop more active learning material.

Discussion-based teaching with a case

• The teacher to be the facilitator and guide

• Needs lots of preparation for the facilitator and students

• Integrates different domains of significant learning

Curriculum Design for Health Systems

Vidya RamachandranYuvaraj JayaramanTarun Bhatnagar

Ashoo Grover

How we began

• Understanding the concepts of GOAL – OBJECTIVE – COMPETENCY

– Metaphor: Running a successful supermarket

• Selected one module in Health Systems course– Health Care Delivery Systems

• Revising the goals and operationalizing the objectives– Clear and measurable

– Reflect the six levels of learning

• Appropriate amount of material per session

Significant LearningLearning Goals and Objectives

• Foundational knowledge– Understand the different models of health care delivery systems

• Application– Compare and analyze the Health care delivery system in India to other

models • Integration

– Analyze the health care delivery system in context of current health scenario and gaps

• Human dimension– Group work

• Caring– Examples of consequences on people’s health of health care delivery

mechanisma• Learning-How-To-Learn

– Research skills

Educative Assessment

Self

Peer assessment of seminars

Summative

Essay

Problem-based exercise

Forward-Looking

Group presentation

Field notes

Active Learning Teaching and learning activities

Reflective Dialogue

Group discussions

Student seminars

Information and Ideas

Lectures

Readings

Internet

Experience

Case studies

Field visits

Film

Health Care Delivery System

Session Goals Objectives Learning activities Assessment 1. Understand the

different models of health care delivery systems

After this session, the student should be able to: • Describe three (socialistic, capitalistic,

mixed) models of health care delivery systems across the world

• Identify and explain the strengths and weaknesses of each model of health care delivery system

• Lecture; Readings • Case-based teaching

• Group presentation assessed

using a rubric

2. Compare and analyze the Health care delivery system in India to other models

After this session, the student should be able to: • Develop and use a framework for comparing

the three models

• Explain why the Indian health care delivery system is a mixed model

• Facilitated Group exercise

• Discussion • Readings

• Group presentation assessed

using a rubric • Essay

3. Assess the health care delivery systems in India in context of current health scenario

After this session, the student should be able to: • Describe the current health scenario

including o burden of disease, distribution

across populations o Coverage, utilization and quality of

health care • Identify the gaps in health care delivery • Analyze the health care delivery system in

context of current health scenario and gaps

• Readings

• Student seminar • Field visit to all levels of

health facilities in a district • In-class group work • Panel Discussion

• Peer assessment • Field notes assessed using rubric • Problem-based exercise assessed

using a rubric

Reflections as a “gROuP”

• Good forum to share ideas and expertise

• Learning a new language, together

• Difficult (not impossible) to reach consensus

• Workshop is an effective mode of course design