Quyết định 4627/QĐ-BYT năm 2020 về Chương trình bồi dưỡng Phương pháp dạy-học lâm sàng cho người giảng dạy thực hành trong đào tạo khối ngành sức khỏe do Bộ trưởng Bộ Y tế ban hành

MINISTRY OF HEALTH
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SOCIALIST REPUBLIC OF VIETNAM
Independence – Freedom – Happiness
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No. 4627/QD-BYT

Hanoi, November 6, 2020

PP. MINISTER
DEPUTY MINISTER

Tran Van Tuan

No.

Title

Number of periods

Number of periods

Number of periods

Total

Theory

Practice

1

Overview on clinical teaching-learning, objective-based teaching-learning, capacity teaching-learning and quality control of clinical teaching-learning

3

3

0

2

Definition and methods of developing learning objectives

5

1

4

3

Clinical teaching-learning methods with and without participation of patients

12

3

9

4

Necessary skills of practice teachers

4

1

3

5

Evaluation in clinical teaching-learning

4

1

3

6

Development of clinical teaching-learning lessons and supervision of clinical practice

4

1

3

7

Final evaluation: Experimental lecture by group

8

0

8

Total

40

10

30

No.

Title

Objectives

Number of periods

Number of periods

Number of periods

Total

Theory

Practice

1

Overview on clinical teaching-learning, objective-based teaching-learning, capacity teaching-learning and quality control of clinical teaching-learning

1. Being able to present basic contents of Circular No. 11/2019/TT-BYT and the role of clinical teaching-learning in healthcare education

2. Being able to present definition, characteristics, purposes, contents, conditions, advantages, disadvantages and current conditions of clinical teaching-learning in healthcare sector

3. Being able to describe 6 forms, advantages, disadvantages and process of clinical teaching-learning with participation of patients (Annex 1)

4. Being able to describe 7 forms, advantages, disadvantages and process of clinical teaching-learning without participation of patients (Annex 1)

5. Being able to analyze 5 characteristics, 3 learning principles of adults and application in clinical teaching-learning

6. Being able to present definition, characteristics and procedures of objective-based teaching-learning and capacity-based teaching-learning

7. Being able to acknowledge the importance of objective-based and capacity-based clinical teaching-learning

8. Being able to present 5 fundamental factors to guarantee quality of clinical teaching-learning and perform quality assurance in clinical teaching-learning in healthcare sector

3

3

0

2

Definition and methods of developing learning objectives

1. Being able to present definition and importance of learning objectives and objective-based clinical teaching-learning

2. Being able to describe 3 fields, 3 levels, 4 components and 5 standards of learning objectives.

3. Being able to identify objectives of clinical practice according to 5 standards of learning objectives.

4. Being able to choose core contents suitable with objectives of clinical teaching-learning lesson

5. Being able to display the correct awareness of importance of objective-based clinical teaching-learning by identifying and publicizing learning objectives to learners prior to each clinical lecture

5

1

4

- Class exercise 1 in group: Each group selects one clinical lecture and education beneficiary, identifies practice objectives and core contents, provides presentation on class and gives feedback.

- Personal homework 1: Choose a clinical lecture, specify practice objectives and core contents for clinical teaching-learning lessons (teacher gives score on a scale from 1 to 10).

- Class exercise 1 in group: Each group selects one clinical lecture and education beneficiary, identifies practice objectives and core contents, provides presentation on class and gives feedback.

- Personal homework 1: Choose a clinical lecture, specify practice objectives and core contents for clinical teaching-learning lessons (teacher gives score on a scale from 1 to 10).

- Class exercise 1 in group: Each group selects one clinical lecture and education beneficiary, identifies practice objectives and core contents, provides presentation on class and gives feedback.

- Personal homework 1: Choose a clinical lecture, specify practice objectives and core contents for clinical teaching-learning lessons (teacher gives score on a scale from 1 to 10).

- Class exercise 1 in group: Each group selects one clinical lecture and education beneficiary, identifies practice objectives and core contents, provides presentation on class and gives feedback.

- Personal homework 1: Choose a clinical lecture, specify practice objectives and core contents for clinical teaching-learning lessons (teacher gives score on a scale from 1 to 10).

- Class exercise 1 in group: Each group selects one clinical lecture and education beneficiary, identifies practice objectives and core contents, provides presentation on class and gives feedback.

- Personal homework 1: Choose a clinical lecture, specify practice objectives and core contents for clinical teaching-learning lessons (teacher gives score on a scale from 1 to 10).

- Class exercise 1 in group: Each group selects one clinical lecture and education beneficiary, identifies practice objectives and core contents, provides presentation on class and gives feedback.

- Personal homework 1: Choose a clinical lecture, specify practice objectives and core contents for clinical teaching-learning lessons (teacher gives score on a scale from 1 to 10).

3

Clinical teaching-learning methods with and without participation of patients

1. Being able to describe characteristics, methods of implementation, and benefits of 7 clinical teaching-learning methods without patients’ participation and 3 clinical teaching-learning methods with patients’ participation (Annex 2)

2. Being able to utilize 7 clinical teaching-learning methods without patients’ participation and 3 clinical teaching-learning methods with patients’ participation

3. Being able to display decency and safety for patients in clinical teaching-learning

12

3

9

- Class exercise 2 in group: Develop teaching-learning materials for exercise 1 (Situation exercises and teaching-learning procedural schedules)

- Personal homework 2 (continued): Choose appropriate teaching-learning methods for clinical teaching-learning lesson (Maximum 10 score)

- Class exercise 2 in group: Develop teaching-learning materials for exercise 1 (Situation exercises and teaching-learning procedural schedules)

- Personal homework 2 (continued): Choose appropriate teaching-learning methods for clinical teaching-learning lesson (Maximum 10 score)

- Class exercise 2 in group: Develop teaching-learning materials for exercise 1 (Situation exercises and teaching-learning procedural schedules)

- Personal homework 2 (continued): Choose appropriate teaching-learning methods for clinical teaching-learning lesson (Maximum 10 score)

- Class exercise 2 in group: Develop teaching-learning materials for exercise 1 (Situation exercises and teaching-learning procedural schedules)

- Personal homework 2 (continued): Choose appropriate teaching-learning methods for clinical teaching-learning lesson (Maximum 10 score)

- Class exercise 2 in group: Develop teaching-learning materials for exercise 1 (Situation exercises and teaching-learning procedural schedules)

- Personal homework 2 (continued): Choose appropriate teaching-learning methods for clinical teaching-learning lesson (Maximum 10 score)

- Class exercise 2 in group: Develop teaching-learning materials for exercise 1 (Situation exercises and teaching-learning procedural schedules)

- Personal homework 2 (continued): Choose appropriate teaching-learning methods for clinical teaching-learning lesson (Maximum 10 score)

4

Necessary skills of practice teachers

1. Being able to describe 6 essential skills of clinical practice instructors/guides (Annex 3)

2. Being able to use 6 essential skills for clinical teaching-learning

3. Being able to display professionalism in clinical teaching-learning by executing 6 essential skills of practice teachers

4

1

3

5

Evaluation in clinical teaching-learning

1. Being able to specify definition and importance of clinical evaluation; advantages and disadvantages of clinical evaluation methods

2. Being able to present methods of developing evaluation tools for clinical teaching-learning lessons

3. Being able to choose appropriate evaluation methods for clinical teaching-learning lessons

4. Being able to develop evaluation tools for clinical teaching-learning lessons

5. Choosing and employing the correct evaluation tools and methods will help assess clinical practice capacity of learners

4

1

3

- Class exercise 3 in group (continued): Develop evaluation tools for selected clinical teaching-learning lessons, give presentation and provide feedback

- Personal homework 3 (continued): Develop evaluation tools for clinical teaching-learning lessons (maximum 10 scores)

- Class exercise 3 in group (continued): Develop evaluation tools for selected clinical teaching-learning lessons, give presentation and provide feedback

- Personal homework 3 (continued): Develop evaluation tools for clinical teaching-learning lessons (maximum 10 scores)

- Class exercise 3 in group (continued): Develop evaluation tools for selected clinical teaching-learning lessons, give presentation and provide feedback

- Personal homework 3 (continued): Develop evaluation tools for clinical teaching-learning lessons (maximum 10 scores)

- Class exercise 3 in group (continued): Develop evaluation tools for selected clinical teaching-learning lessons, give presentation and provide feedback

- Personal homework 3 (continued): Develop evaluation tools for clinical teaching-learning lessons (maximum 10 scores)

- Class exercise 3 in group (continued): Develop evaluation tools for selected clinical teaching-learning lessons, give presentation and provide feedback

- Personal homework 3 (continued): Develop evaluation tools for clinical teaching-learning lessons (maximum 10 scores)

- Class exercise 3 in group (continued): Develop evaluation tools for selected clinical teaching-learning lessons, give presentation and provide feedback

- Personal homework 3 (continued): Develop evaluation tools for clinical teaching-learning lessons (maximum 10 scores)

6

Development of clinical teaching-learning lessons and supervision of clinical practice

1. Being able to present components of a clinical teaching-learning lecture and how to write each component

2. Being able to develop clinical teaching-learning lessons and plans for supervising clinical learning

3. Being able to display strictness and guarantee feasibility of developing plans for clinical teaching-learning and supervision

4

1

3

Personal exercise 4 in class and at home: Develop 2 clinical teaching-learning materials (Situation exercises and procedural schedules) and plans for clinical supervision with assistance of teachers and teaching assistants (maximum 10 scores)

Personal exercise 4 in class and at home: Develop 2 clinical teaching-learning materials (Situation exercises and procedural schedules) and plans for clinical supervision with assistance of teachers and teaching assistants (maximum 10 scores)

Personal exercise 4 in class and at home: Develop 2 clinical teaching-learning materials (Situation exercises and procedural schedules) and plans for clinical supervision with assistance of teachers and teaching assistants (maximum 10 scores)

Personal exercise 4 in class and at home: Develop 2 clinical teaching-learning materials (Situation exercises and procedural schedules) and plans for clinical supervision with assistance of teachers and teaching assistants (maximum 10 scores)

Personal exercise 4 in class and at home: Develop 2 clinical teaching-learning materials (Situation exercises and procedural schedules) and plans for clinical supervision with assistance of teachers and teaching assistants (maximum 10 scores)

Personal exercise 4 in class and at home: Develop 2 clinical teaching-learning materials (Situation exercises and procedural schedules) and plans for clinical supervision with assistance of teachers and teaching assistants (maximum 10 scores)

7

Final evaluation

Experiment lecture in group (Give scores for the whole group)

8

0

8

Total

40

10

30

Time

Content/Lesson

Method

Presenter

Day 1

Day 1

Day 1

Day 1

7.30 - 8.15

Learner registration

Organizers

8.15 - 8.30

Opening ceremony

Introduction to course objectives

Introduction

Lecturers and organizers

8.30 – 11.30

Overview on clinical teaching-learning, objective-based teaching-learning, capacity teaching-learning and quality control of clinical teaching-learning.

Short presentation

Teachers and teaching assistants

13.30 – 16.30

Objective-based and capacity-based teaching-learning

Practice: objective-based and capacity-based teaching-learning

- Group work

- Exercise 1

Illustrated presentation

Group practice

 Teachers and teaching assistants

Day 2

Day 2

Day 2

Day 2

8.00 – 9.30

Practice: objective-based and capacity-based teaching-learning

- Group work

- Exercise 1

Group practice

Result presentation by learners

 Teachers and teaching assistants

9.30 - 11.00

Clinical teaching-learning methods with and without participation of patients

Illustrated presentation

Teachers and teaching assistants

13.30 – 16.30

Practice: Clinical teaching-learning methods without patients’ participation:

- Group work and result presentation

- Exercise 2

Group practice

Presentation of learners

Teachers and teaching assistants

Day 3

Day 3

Day 3

Day 3

8.00 – 11.00

Practice: Clinical teaching-learning methods with patients’ participation:

- Group work and result presentation

- Exercise 2 (continued)

Group practice

Presentation of learners

Teachers and teaching assistants

13.30 – 16.30

Necessary skills of practice teachers

- Group work and result presentation

Illustrated presentation

Group practice

Teachers and teaching assistants

Day 4

Day 4

Day 4

Day 4

8.00 – 11.00

Clinical evaluation and assessment

- Group work and result presentation

- Exercise 3

Illustrated presentation

Group practice

Teachers and teaching assistants

13.30 – 16.30

Development of clinical teaching-learning lessons and supervision of clinical practice

- Group work and result presentation

- Exercise 4

Illustrated presentation

Group practice

Teachers and teaching assistants

Day 5

Day 5

Day 5

Day 5

8.00 – 11.00

Final evaluation, experimental lecture, lecture and commentary

Lecture consisting of teaching material presentation and clinical evaluation

Experimental lecture in group

Teachers and teaching assistants

13.30 – 16.30

Final evaluation, experimental lecture, lecture and commentary

Lecture consisting of teaching material presentation and clinical evaluation

Experimental lecture in group

Teachers and teaching assistants

6 methods of clinical teaching-learning with patients’ participation

7 methods of clinical teaching-learning without patients’ participation

1. By hospital beds

2. Treatment and monitor of patients

3. Ward round

4. Medical consultation

5. Night shift

6. Operating room

1. Hospital progress meetings

2. Learner progress meetings

3. Medical operations

4. Mortality review

5. Situation exercises

6. Medical equipment and simulating models

7. Role-play patients

7 teaching-learning methods without participation of patients

3 teaching-learning methods with participation of patients

1. Reading documents

2. Brainstorming

3. Situation exercises

4. Group discussion

5. Assigning group work

6. Role-playing exercises

7. Practicing techniques based on procedural schedules with models or learners role-playing as patients

8. Traditional by hospital beds

9. Micro-skill by hospital beds

10. Manual instruction

Essential skills for clinical practice teachers

1. Assisting and guiding learners

2. Communicating effectively

3. Developing clinical teaching-learning materials

4. Searching information and clinical teaching-learning equipment

5. Managing and supervising learners clinically

6. Creating safe, friendly and effective learning environment