Admission Open for BDS Program
DENTAL EDUCATION UNIT
SYLLABUS
| Topic | Objectives (At the end of the course the participant will be able to…) |
| Education as a system | Define a system Describe Dental education from a system perspective. Discuss the role of an educator as a systems specialist in educational planning. |
| Taxonomy | Define the terms cognitive, affective and psychomotor domains Relate these terms to intellectual skills, communication skills, and manipulative skills respectively Formulate educational objectives belonging primarily to cognitive, affective and psychomotor domains. |
| Specific Learning Objectives | Specify and communicate important educational outcomes that he/she decides that worth achieving. Identify correctly the four elements of a specific learning objective. Define the important qualities of a specific learning objective |
| T – L principles | Define and distinguish teaching from learning. Describe common theories of learning. List the levels and styles of learning. List the principles of learning. Discuss the applications of the principles of learning |
| T-L Media | List the limitations of oral communications Define and classify teaching-learning media Discuss the advantages and limitations of different T-L media. Describe the principles of using different media. Describe the principles of preparing good material for visual aids. |
| T – L Methods | Plan and organise the contents of presentation and describe principles of effective lecture presentation. Assess the effectiveness of lecture and improve the same incorporating classroom management techniques. List the various teaching methods with their advantages and limitations. Select appropriate teaching methods for facilitating the attainment of instructional objectives. |
| Assessment and evaluation | Define evaluation and identify the steps of evaluation. Enumerate the various aims of evaluation. Distinguish between summative and formative evaluation. Enumerate the characteristics of an evaluation tool such as relevance, validity, reliability, objectivity, and feasibility. Define types of validity. Enumerate factors which influence validity, reliability, and feasibility. Enumerate steps involved in evaluation. |
| Curriculum development | Define curriculum Describe the steps of curriculum planning. Understand the inter-relationship between the various elements of curriculum. |
| Ethics for educators | List the universal principles of ethics. Apply it in the context of the educational process. Discuss common ethical fallacies in medical education. |
4 DAYS MODULE
2 days x 2 sessions
| Session 1 | |
| Day 1 | Day 2 |
| Registration Online pretest Ice breaking session/ photo session TL principles Taxonomy of objectives Specific learning objectives Lesson planning Report writing of the day | Report of the previous day Large group teaching Small group teaching Adult learning principles Teaching-learning media Web 2.0 and education Introduction to microteaching Report writing of the day |
| Session II | |
| Day 1 | Day 2 |
| Microteaching sessions Debriefing of the session Principles and practice of evaluation Evaluation – written exams Evaluation – Oral exams Question paper setting and blueprint Report writing of the day | Report of the previous day OSCE/ OSPE/ OSLER Solo taxonomy Slow and problem learners Curriculum development Post-test and Co-ordination game Program feedback |
6 DAYS MODULE
3 days x 2 sessions OR 6 days session
| Session 1 | ||
| Day 1 | Day 2 | Day 3 |
| Pre Test/ Ice Breaker Education as a system Educational Objectives Taxonomy Group dynamics-1 (Fishbowl) Daily Report | SLO & outcome based education T – L principles Adult learning principles A student needing additional academic and psychological support ( SNACS and SNAPS) T – L Media [Projected non-projected,web=”” 2.0=””][/Projected] Daily report | T – L Methods [by domain=”” and=”” group=”” size=””][/by] Chair-side teaching [Do’s and=”” don’ts=””][/Do’s] Classroom management Lesson Planning Micro-Teaching [introduction][/introduction] Simulation pedagogy & visit to simulation lab Daily report |
| Session II | ||
| Day 4 | Day 5 | Day 6 |
| Micro-Teaching practice and feedback Evaluation principles and process Written examination Blue printing & question paper setting Daily report | Evaluation – Clinical and practical (OSCE/OSPE) Viva-voce Solo taxonomy Post validation Item Analysis Daily report | Principles of Curriculum design The practice of Curriculum review Ethics for educators Group dynamics-2 (Cooperation- Coordination) Post-Test and Program evaluation |
