DSKUVP Collaborative Learning with the Virtual Patient

Lékařská fakulta
jaro 2023
Rozsah
3. 5 kr. Ukončení: z.
Vyučující
MUDr. Hana Harazim, Ph.D. (cvičící)
doc. MUDr. Martina Kosinová, Ph.D., FESAIC (cvičící)
doc. Ing. Daniel Schwarz, Ph.D. (cvičící)
MUDr. Tamara Skříšovská, Ph.D., DESAIC (cvičící)
prof. MUDr. Petr Štourač, Ph.D., MBA, FESAIC (cvičící)
Irena Vaďurová (pomocník)
Garance
doc. Ing. Daniel Schwarz, Ph.D.
Ústav simulační medicíny – Teoretická pracoviště – Lékařská fakulta
Dodavatelské pracoviště: Ústav simulační medicíny – Teoretická pracoviště – Lékařská fakulta
Omezení zápisu do předmětu
Předmět je určen pouze studentům mateřských oborů.

Předmět si smí zapsat nejvýše 10 stud.
Momentální stav registrace a zápisu: zapsáno: 11/10, pouze zareg.: 0/10
Jiné omezení: preferenčně bude nabízeno studentům mateřského programu
Mateřské obory/plány
předmět má 224 mateřských oborů, zobrazit
Cíle předmětu
The course introduces students to collaborative learning methods, with a particular focus on Team-Based Learning (TBL) and Problem-Based Learning (PBL). It provides a detailed overview of these methods, covering both the preparation of content and the facilitation of lessons. Graduates will acquire a theoretical foundation that enables them to enhance their existing or future courses or teaching units with elements aimed at developing clinical reasoning and critical thinking skills in their students. These skills are explored within the framework of personalized medicine, using examples of selected virtual case studies.
Výstupy z učení
Upon completing the course, students will be able to:
• Explain the strengths of collaborative learning and compare them with its weaknesses.
• Differentiate between PBL and TBL methods.
• Identify the key components of a TBL session.
• Describe the differences in roles between a subject matter expert, a facilitator in TBL, and a tutor in PBL.
• Define learning outcomes for their own teaching unit using Bloom's taxonomy.
• Design a pedagogically sound readiness assessment test.
• Improve existing application exercises or create entirely new ones, utilizing the virtual patient modality.
Osnova
  • (1) Collaborative Learning Methodology: specific features of selected methods from the perspective of lesson preparation and delivery, focusing on Problem-Based Learning (PBL) and Team-Based Learning (TBL). Opportunities for using the virtual patient modality as an application exercise. Bloom's taxonomy of cognitive objectives as an effective tool for lesson planning.
  • (2) TBL Sessions with Virtual Patients: The readiness assessment process, including the creation and analysis of Single-Best-Answer (SBA) questions. Practical aspects of lesson facilitation.
Literatura
    doporučená literatura
  • • Burgess A, Bleasel J, Haq I, Roberts C, Garsia R, Robertson T, Mellis C. Team-based learning (TBL) in the medical curriculum: better than PBL?. BMC medical education. 2017 Dec;17(1):1-11.
  • • Gullo C, Ha TC, Cook S. Twelve tips for facilitating team-based learning. Medical Teacher. 2015 Sep 2;37(9):819-24.
  • • Case SM, Swanson DB. Constructing written test questions for the basic and clinical sciences. Philadelphia: National Board of Medical Examiners;
Metody hodnocení
- Active participation in short exercises between lecture blocks - Independent work in a minimum of 4 h - adaptation of virtual patient cases from foreign databases.
Vyučovací jazyk
Angličtina
Další komentáře
Výuka probíhá blokově.
Poznámka k četnosti výuky: 2. 5. 2023 12:00 - 14:30.
Předmět je zařazen také v obdobích jaro 2025.