Short description

With the rapid advancement and expansion of knowledge in science and technology, producing graduates with mastery in theory is fast becoming out-dated. In this context, higher education sector in biomedical science and biotechnology/science is increasingly responding to the industrial demand and the societal expectation of ‘what graduates can do’ rather than ‘what they know’. Therefore, future graduates in biomedical science and biotechnology/science should be empowered with analytical and decision-making skills in order to enhance their performance.

Defining learning outcomes, selecting teaching / learning strategies and adopting appropriate assessment methods targeting higher order thinking is essential in developing analytical and decision making skills among undergraduates.

This workshop focuses on formulating questions to assess higher-order thinking.

 

Intended learning outcomes

By the end of the workshop, participants would be able to:

• demonstrate an understanding of ‘higher-order thinking’ in the context of science-based higher education
• develop intended learning outcomes to stimulate higher order-thinking
• design teaching learning activities to encourage higher-order thinking

develop selected-response questions to assess higher-order thinking

 

Audience

The workshop is primarily useful for teachers involved in science-based undergraduate education programmes.

 

Structure

This short course consists of two face-to-face sessions and a non-face to face component.

Face-to-face session 1 (One day): (Plenary and hands-on activities)

• Formulation of higher-order learning outcomes for a selected course
• Selecting appropriate teaching / learning and assessment methods
• Preparing a teaching/ learning and assessment matrix

(Facilitators and peers will provide feedback on the matrix)

Face-to-face session 2 (one day): (Plenary and hands-on activities)

• Developing higher order Single Best Answer type selected response question to assess knowledge
• Evaluating the quality of Single-Best Answer type questions

(Facilitators and peers will provide feedback on questions)

Non –face-to-face component:

Participants submit the teaching /learning and assessment matrix and three Single-Best Answer questions developed by themselves incorporating the feedback received within a week of the course.

 

Assessment

A certificate of participation will be issued for participants who attend all the face-to-face sessions.

A certificate of completion will be awarded to percipients who submit the teaching / learning and assessment matrix, and three Single Best Answer questions with acceptable quality.

 

Resource persons

Prof Er Hui Meng

Er Hui Meng is the Associate Dean of Teaching and Learning at the International Medical University. She obtained her PhD from the University of Sydney, and Postgraduate Certificate in Medical Education from the University of Dundee. She joined IMU in 1999 and was the Programme Coordinator for the IMU BSc (Hons) Pharmaceutical Chemistry programme, Head of Department of Pharmaceutical Chemistry and Associate Dean of the School of Pharmacy prior to her current role. She has played a major role in the curriculum design and development of pharmacy and health sciences programmes in the university. She has led the project team to develop the Online Assessment System in IMU. Currently, she chairs the assessment committee of IMU which oversees the implementation and quality assurance activities for assessments in the university. Her areas of research for health professions education are in assessment and feedback.

Prof Vishna Devi Nadarajah

Vishna Devi Nadarajah is currently, Professor in the School of Medicine and Pro-Vice Chancellor, Education at the International Medical University in Kuala Lumpur, Malaysia. She graduated with a First Class Honours degree in Biochemistry from the University of Malaya (1994) and obtained her PhD at the University of Cambridge in biochemistry (2000). She is also a graduate of the Masters in Health Professions Education from Maastricht University (2014). She has published and presented research papers in both biomedical sciences and medical education, supervises research students and reviews for indexed and international journals. Her areas of research for health professions education is in Faculty development, Assessment and Innovative Teaching Learning methods. Vishna has shared her experience and expertise in health professions education via invitations to speak at conferences, conducting faculty development workshops, consultancies and collaborative research.

Her additional international contributions include being a member of editorial board of 2 international journals, Ottawa 2020 committee and ASPIRE committee (Inspirational approaches to healthcare professions educations). 

Prof Madawa Chandratilake

Madawa Chandratilake graduated as a medical doctor from Faculty of Medicine, University of Colombo, Sri Lanka with MBBS honours. He completed his Masters in Medical Education with distinction and PhD in medical education from University of Dundee, Scotland, UK. Currently, he is a Professor in Medical Education at IMU Centre for Education, International Medical University, Malaysia and Faculty of Medicine, University of Kelaniya, Sri Lanka. He is also an External Tutor and supervisor at Centre for Medical Education (CME), University of Dundee, UK and Postgraduate Institute of Medicine (PGIM), University of Colombo, Sri Lanka. He has lead the designing of medical education courses and curricula for undergraduate and postgraduate programmes. He has extended his consultancy services in medical education to many countries including UK, Indonesia, Pakistan and Oman and conducted many workshops on professionalism, assessment, curriculum development, teaching learning and many other medical education topics. He is an associate editor of three medical education journals. Professionalism related research is his primary interest. He is a principal investigator of international research group on professionalism. He is also involved in research on clinical reasoning, simulation and the use of modern technology in medical education. He co-founded the interest group, ‘Studies in Ethical and Clinical Reasoning in Asia’ (SECRA), and lead a multi-disciplinary technological collaboration to develop hybrid models of clinical simulators. He is the head of UNESCO bio-ethics unit Sri Lanka. He has published his research papers extensively in well-reputed academic journals and presented them in national and international conferences. He has authored many book chapters in medical education.

 

Fees

RM 800