Edu623 Designing Learning Environments Final Project Eschlegel April 30-2016

Running Head: INTEGRATED MEDICAL EDUCATION FOR VN FINAL PROJECT
FINAL Project
Enabling Vietnamese Physicians to
Implement a Novel Integrated Medical Program
Comments to the Storyboard and Notes
Elisabeth Schlegel
EDU623 Designing Learning Environments
Post University, April 30, 2016
INTEGRATED MEDICAL EDUCATION FOR VIETNAM
Introduction
Giving a workshop in Vietnam means certain considerations and adjustments. The
following explains where the practices diverge.
Due to the language challenges, wording on slides should be kept at a minimum. For the
same reason, additional readings such as hand-outs are not encouraged. Customarily, slide
presentations and evaluations are submitted about 10 days in advance for translation and
proofing. The presentation itself is then given on two screens for two languages. Translators are
sometimes not easy to come by, and faculty is very sensitive to proper slide translation,
especially if there is no translator on-site.
Translated slide sets are printed and provided to each participant in a package. If presenters
wish to point out more information, they would send out journal articles, refer to Kindle texts or
provide URLs. Additionally, a clear background and black fonts are best for printing purposes
and for re-writing in Vietnamese.
Instructor Guide
The narrative as provided in the narrator script section will suffice. If a translator is on-site,
each sentence will be translated after it is narrated slowly. Good eye contact is necessary to
gauge how the audience follows along. A best practice is to team up with the narrator to have
her/him decide if a sentence needs translation or not. The translator might provide guidance
about how to reduce text to clarify content for Vietnamese audiences. At the same time, the
narrator will have to be creative to paraphrase content if a point is missed, or how to manage
without a translator.
Vietnamese audiences are generally familiar with Blooms Taxonomy and learning
objectives. The following learning objectives are covered,
TLO1: After attending the 3-and a half day workshop How to develop a course for an
integrated medical program, participants will be able to collaboratively generate a table
displaying the match between the standards provided by the VN Ministry of Health with their
disciplines updated K-A-S. TLO1 is categorized as Blooms cognitive domain, synthesis.
integrated medical program, participants will be able to compose multiple choice questions
testing the specific learning objectives created for sample lectures during the workshop. TLO2 is
categorized as Blooms cognitive domain, synthesis.
integrated medical program, participants will be able to develop student portfolios for
holistically assessing students professional behaviors as stated by specific learning objectives
created for sample community clinics during the workshop. TLO3 is categorized as Blooms
cognitive domain, synthesis and evaluation.
integrated medical program, participants will be able to develop audience-response directed
questions for interactive sample lectures. TLO4 is categorized as Blooms cognitive domain,
synthesis and evaluation. This is one example for active learner-centered education, as
referenced in Zubair Amin and Khoo Hoo Eng, the authors of the medical education text Basics
in Medical Education (2009).
integrated medical program, participants will be able to collaboratively develop a list of lectures
relevant for a particular body-systems block. TLO5 is categorized as Blooms cognitive domain,
synthesis and evaluation.
Proper instructional design follows the sequence of the learning objectives, but the focus is
on generating documentation used to implement the curriculum, supporting accreditation and
help further faculty training.
Aligned with the backward design process as referenced in Wiggins and McTighe (2012),
the following sequence will be taught,
Discussing the competencies (Core Competencies of the General Doctor) and aligning
them with the standards and K-A-S brought forward by faculty,
Identifying the different types of assessments, such as multiple choice questions,

portfolios, and formative assessments (audience response technology)
Compiling the content and pedagogic sessions
Recapping the workshop and its outcomes

The workshop is structured alternating didactic sessions with productive activities. It is best
practice to portion up the worktime between the tea breaks and lunchtimes with presentations
after the breaks. Thus, times and daily agendas are necessary, but the execution will vary and
also depends on the participants. Frequently, the dean will request topics to be covered
intermittently and times need to be adjusted. The following active sessions will be performed
with groups of faculty after introductions.
1. Building a table, aligning the official competency domains with prepared
standards (K-A-S). Vietnamese faculty will be working in groups by discipline
such as Biochemistry or Microbiology and construct discipline-specific tables
aligning K-A-S and competency domains. After the worktime, the tables are
discussed with all participants and optimized.
2. After a brief didactic session: Extending the table with aligned assessment
instruments, e.g. professionalism with portfolio, medical knowledge with
MCQ, or learning and retention with practice questions. The same groups will
meet extending the discipline-specific tables and present to everyone.
3. Collaboratively starting lists of sessions and teaching strategies relevant for
individual body-systems, e.g. lectures and case-based sessions, or laboratory
practicals
4. Recapping and course evaluation survey. The last half day of the workshop is
used for wrap-up and evaluation.
Assessment and Rationale
In general, faculty workshops in Vietnam replace traditional faculty meetings as practiced
in modern medical schools. Faculty workshops have to be productive outcome-based meetings,
and the demonstration of mastery of the learned will equal presenting the products (competency
framework, list of lectures or correctly written multiple choice questions) to the audience for
feedback and optimizing.
The assessment has to be as close to the reality as possible, and as referenced by the
Faculty Center for Teaching and Learning of the University of Central Florida (2016), authentic
assessments with rubrics will be applied (planned). The rubrics will contain the components
necessary for the individual work products such as lecture lists or learning objectives. They will
be designed as checklists allowing faculty to track their own progress and providing
documentation for leadership that a specific level of learning was achieved. In addition, the
rubrics can be used by faculty teaching peers. This is in process.
The West Virginia Department of Education provides an extensive list of formative

assessments, many of which are useful for faculty workshops. As an example, anecdotal notes
will be provided to groups of faculty working for immediate feedback while walking around
during group work, and all participants can be informed if one problem seems to be recurring.
Another major formative assessment will be the presentation session after each activity, when
feedback is incorporated into the work and the item checked off on the checklist rubric which is
then final and equivalent to the summative assessment.
These assessments will be course-immanent since they are incorporated into the course
discussion and are part of the educational process. The other major purpose of the checklist
rubrics is also evidencing educational work by faculty which will be included into the
documentation for national and international accreditation which Vietnamese medical schools
strive for (compare the requirements of the Liaison Committee on Medical Education, 2016).
Thus, these assessments and medical education documents will provide a vital part of the
documentation process to a revised curriculum.
The last half day is devoted to an extensive question and answer session and the provision
of course surveys.
The Basics for a Successful Presentation
As language barriers are expected, teaching with personality of the speaker works best
through friendly jokes and gestures to aid communication and build rapport.
At the beginning, the participants are to be welcomed and the structure of the workshop
briefly explained. The instructor should introduce herself/himself with the credentials. It is
important to point out that major weight is put onto the outcomes of the workshops, which are
the documents that the participants are going to develop. It is perceived as favorable to attempt to

learn as many names as possible. Also, the instructor should show enthusiasm for the work,
promote dialogue during the sessions and encourage participants independent thinking (Tufts
University, 2012).
Overall, generating a welcoming, inspiring atmosphere works best for any workshop.
References
Amin, Z., and Khoo Hoon Eng (2009). Basics in medical education. [Kindle for iOS]. Retrieved
from Amazon.com
Liaison Committee on Medical Education (LCME) (2016). Functions and structure of a medical
school. Retrieved from http://lcme.org/publications/
The West Virginia Department of Education (no date). Examples of formative assessment.
Retrieved from https://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html
University of Central Florida (2016). Authentic assessment and rubrics. Retrieved from
http://www.fctl.ucf.edu/teachingandlearningresources/coursedesign/assessment/assessment
toolsresources/rubrics.php
Wiggins, G. P., & McTighe, J. (2012). The understanding by design guide to advanced concepts
in creating and reviewing units. Alexandria, Va: ASCD.
Tufts University (2012). TUSM Graduate Student-As-Teacher Guide. Retrieved from
http://medicine.tufts.edu/~/media/TUSM/MD/PDFs/Education/OEA/Faculty%20Developm
ent/TUSM%20Graduate%20StudentAsTeacher%20GuideFinalJune%20292012.pdf
Consulted References
California State Fire Training Instructor Series [Information Sheet]. (2013, August 22).
California. Retrieved from
http://osfm.fire.ca.gov/training/pdf/Curriculum/MasterInstructorTLO-ELO.memo.pdf
Crombie, S. (no date). Criterion referenced instruction - Robert Mager. Retrieved from
https://www.youtube.com/watch?v=UHWX1ZPcJHQ
Eleventh Congress of the Communist Party of Vietnam (2013). Resolution 29. Retrieved from
http://thuvienphapluat.vn/van-ban/Thuong-mai/Resolution-No-29-NQ-TW-fundamentaland-comprehensive-innovation-in-education-219442.aspx
Johnson, S. (2015). Vietnam defies emerging market slowdown. The Financial Times Ltd.
Markets. Retrieved from http://www.ft.com/cms/s/3/f7d2a700-604b-11e5-a28b50226830d644.html#axzz43JmhDDoc
Kern, D.E., Thomas, P.A., Highes, M.T (2009). Curriculum development for medical education.
[Kindle for iOS]. Retrieved from Amazon.com
Larson, M. B. (2014). Streamlined instructional design: A practical guide to instructional
design. New York: Routledge.
No author (1999). Magers tips on instructional objectives. Retrieved from
http://www2.gsu.edu/~mstmbs/CrsTools/Magerobj.html
Schlegel, E. (2012). BUS699_Schlegel_FINAL_AESOM business plan March-3-2012. Retrieved
from
https://post.blackboard.com/webapps/assignment/uploadAssignment?action=showHistory
&course_id=_22804_1&outcome_definition_id=_261260_1&outcome_id=_1628340_1.
Running Head: INTEGRATED MEDICAL EDUCATION FOR VN FINAL PROJECT
FINAL Project
Enabling Vietnamese Physicians to
Implement a Novel Integrated Medical Program
Storyboard
Elisabeth Schlegel
EDU623 Designing Learning Environments
Post University, April 30, 2016
Title Slide:Howtodevelopacourseforanintegratedmedicalprogram.
Participantswill bringdisciplinespecificcompetencies,multiplechoicequestionsand
othermaterialstoclass.
References:Rector,R.(nodate):StoryboardingWorkshop.TeachersCollege.
ColumbiaUniversity.Retrievedfrom
http://www.tc.columbia.edu/idesign/resources/pastworkshop
archive/StoryboardingWorkshop.pdf
1.
TLOs:Afterattendingthe3andahalfdayworkshopHowtodevelopacourse
foranintegratedmedicalprogram,participantswillbeableto:
1. collaborativelygenerateatabledisplayingthematchbetweenthe
standardsprovidedbytheVNMinistryofHealthwiththeirdisciplines
updatedKAS.TLO1iscategorizedasBloomscognitivedomain,
synthesis.
2. composemultiplechoicequestionstestingthespecificlearning
objectivescreatedforsamplelecturesduringtheworkshop.TLO2is
categorizedasBloomscognitivedomain,synthesis.
3. developstudentportfoliosforholisticallyassessingstudents
professionalbehaviorsasstatedbyspecificlearningobjectivescreated
forsamplecommunityclinicsduringtheworkshop.TLO3iscategorized
asBloomscognitivedomain,synthesisandevaluation.
4. developaudienceresponsedirectedquestionsforinteractivesample
lectures.TLO4iscategorizedasBloomscognitivedomain,synthesisand
evaluation.
5.
collaborativelydevelopalistoflecturesrelevantforaparticularbody
systemsblock.TLO5iscategorizedasBloomscognitivedomain,
synthesisandevaluation.
TLO1:Afterattendingthe3andahalfdayworkshopHowtodevelopacourseforan
integratedmedicalprogram,participantswillbeableto(PWBAT)collaboratively
generateatabledisplayingthematchbetweenthestandardsprovidedbytheVN
MinistryofHealthwiththeirdisciplinesupdatedKAS.
Content Slide#3.1Title:<COMPETENCYFRAMEWORK>
Participantswill bringdisciplinespecificcompetencies.
Content Slide#3.2Title:<InstructionalDesign BackwardDesign
Participantswill bringdisciplinespecificcompetencies.
Content Slide#3.3Title:<COMPLETINGACOMPETENCYFRAMEWORKMODEL>.
Thisisanexercisewith theparticipantsduringtheworkshoptoguidethemto
completecompetencyframeworksonfortheircourses.
ContentSlide#3.4Title:<ASSIGNMENT:COMPLETETHECOMPETENCYFRAMEWORK
MODELFORYOURDISCIPLINE>.
Thisisanoutcomebasedexercisewiththeparticipantscompletingthecompetency
frameworksintheirdisciplinesTheproductwillbecritiquedbytheotherparticipants
afterfinalizingandispartoftheaccreditationdocumentation.Theinitial20minsare
aguidance,andtimewillbeextendedasneeded.Ideally,starttheexercisebeforethe
coffeebreakandhavetheparticipantsworkthroughthebreakwithfinishingthe
productsatlunchtime.Presentafterlunch.
AspointedoutbySchlegel(2016),theactivitiesaretheassessments.Assessments
arecourseimmanentsincetheyareincorporatedintothecoursediscussionandare
partoftheeducationalprocess.
Schlegel,E.(2016).Project#2.EnablingVietnamesePhysicianstoImplementaNovel
IntegratedMedicalProgram.Retrievedfrom
https://post.blackboard.com/webapps/assignment/uploadAssignment?action=show
History&course_id=_68189_1&outcome_definition_id=_1339204_1&outcome_id=_6
773719_1
ContentSlide#3.5Title:<COMPETENCYFRAMEWORK>.
Thetablewassentelectronicallytotheparticipants.Vietnamesefacultyworksnowin
groupsbydiscipline/departmentssuchasBiochemistryorMicrobiologyandconstruct
disciplinespecifictablesaligningKASandcompetencydomains.After45minutesof
worktime,thetablesarediscussedwithallparticipantsandoptimized.
References:
Rector,R.(nodate):StoryboardingWorkshop.TeachersCollege.ColumbiaUniversity.
Retrievedfromhttp://www.tc.columbia.edu/idesign/resources/pastworkshop
773719_1
integratedmedicalprogram,participantswillbeabletocomposemultiplechoice
questionstestingthespecificlearningobjectivescreatedforsamplelecturesduring
theworkshop.TLO2iscategorizedasBloomscognitivedomain,synthesis.
SectionTitle Slide#4.1Title:<MULTIPLECHOICEQUESTIONS>
Content Slide#4.2Title:<LETSREVIEWMULTIPLECHOICEQUESTIONS>
Participantswill reviewmultiplechoicequestions.
10
Content Slide#4.3Title:<RECAP:THEANATOMYOFAMULTIPLECHOICE
QUESTION>.
Thisleads to exercise#2with theparticipantsduringrewritingmultiplechoice
questionstheybroughttothesession.
11
ContentSlide#4.4Title:<ASSIGNMENT:OPTIMIZEYOURMULTIPLECHOICE
QUESTIONS>.
Thisisthesecondoutcomebasedexercisewiththeparticipantsoptimizingmultiple
choicequestionswithinintheirdisciplines.Thequestionswillbecritiquedbythe
otherparticipantsaftertheteabreak.Theinitial40minsareaguidance,andtimewill
beextendedasneeded.Aftertheteabreaktherewillbepresentationsandthenthe
Q&Asessionofthefirstday.
12
773719_1
12
Content Slide#2.4Title:<WRAPUPANDEVALUATION:DAY1>.
ThisistheQ&Asessionofthefirstday.Thisisanopendiscussion.
13
integratedmedicalprogram,participantswillbeabletodevelopstudentportfolios
forholisticallyassessingstudentsprofessionalbehaviorsasstatedbyspecific
learningobjectivescreatedforsamplecommunityclinicsduringtheworkshop.TLO3
iscategorizedasBloomscognitivedomain,synthesisandevaluation.
SectionTitle Slide#6.1Title:<STUDENTPORTFOLIOS>
14
Content Slide#6.2Title:<REFLECTIVEPRACTICE>
15
ContentSlide#6.3Title:<ASSIGNMENT:ADDSTUDENTPORTFOLIOSTO
COMPETENCIES>.
Thisisthethirdoutcomebasedexercisewiththeparticipants.Studentportfoliosare
awaytocaptureexperiencessuchascommunityclinicandareusefultoassess
professionalism,orattitudes.Givealotofguidanceandfinalizeafterthefirstcoffee
break.
16
773719_1
16
integratedmedicalprogram,participantswillbeabletodevelopaudienceresponse
directedquestionsforinteractivesamplelectures.TLO4iscategorizedasBlooms
cognitivedomain,synthesisandevaluation.
SectionTitle Slide#7.1Title:<AUDIENCERESPONSEDIRECTEDQUESTIONS>
17
integratedmedicalprogram,participantswillbeabletodevelopaudienceresponse
directedquestionsforinteractivesamplelectures.TLO4iscategorizedasBlooms
cognitivedomain,synthesisandevaluation.
Content Slide#7.2Title:<AUDIENCERESPONSEDIRECTEDQUESTIONS2>
18
ContentSlide#7.3Title:<ASSIGNMENT:ADDSTUDENTPORTFOLIOSTO
COMPETENCIES>.
Thisisthethirdoutcomebasedexercisewiththeparticipants.Studentportfoliosare
awaytocaptureexperiencessuchascommunityclinicandareusefultoassess
professionalism,orattitudes.Givealotofguidanceandfinalizeafterthefirstcoffee
break.
19
773719_1
19
integratedmedicalprogram,participantswillbeabletocollaborativelydevelopalist
oflecturesrelevantforaparticularbodysystemsblock.TLO5iscategorizedas
Bloomscognitivedomain,synthesisandevaluation.
Content Slide#8.1Title:<CONTENT:LECTURES>
20
integratedmedicalprogram,participantswillbeabletocollaborativelydevelopalist
oflecturesrelevantforaparticularbodysystemsblock.TLO5iscategorizedas
Bloomscognitivedomain,synthesisandevaluation.
Content Slide#8.2Title:<ASSIGNMENT:DEVELOPINGALECTURELIST>.
Participants starttobuildthelecturelist.
21
Content Slide#9.1Title:<WRAPUPANDEVALUATION:DAY2>.
ThisistheQ&Asessionofthefirstday.Thisisanopendiscussion.
22

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Running Head: INTEGRATED MEDICAL EDUCATION FOR VN FINAL PROJECT

INTEGRATED MEDICAL EDUCATION FOR VIETNAM

INTEGRATED MEDICAL EDUCATION FOR VIETNAM

INTEGRATED MEDICAL EDUCATION FOR VIETNAM

Identifying the different types of assessments, such as multiple choice questions,

Compiling the content and pedagogic sessions

Recapping the workshop and its outcomes

INTEGRATED MEDICAL EDUCATION FOR VIETNAM

INTEGRATED MEDICAL EDUCATION FOR VIETNAM

The West Virginia Department of Education provides an extensive list of formative

INTEGRATED MEDICAL EDUCATION FOR VIETNAM

INTEGRATED MEDICAL EDUCATION FOR VIETNAM

INTEGRATED MEDICAL EDUCATION FOR VIETNAM

Running Head: INTEGRATED MEDICAL EDUCATION FOR VN FINAL PROJECT

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