งานนำเสนอกำลังจะดาวน์โหลด โปรดรอ

งานนำเสนอกำลังจะดาวน์โหลด โปรดรอ

Context Based Learning (CBL) in Thailand: a participation to the LINQED Network Yongyuth Pongsupap National Health Security Office Orawan Tawaytipong Mahidol.

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งานนำเสนอเรื่อง: "Context Based Learning (CBL) in Thailand: a participation to the LINQED Network Yongyuth Pongsupap National Health Security Office Orawan Tawaytipong Mahidol."— ใบสำเนางานนำเสนอ:

1 Context Based Learning (CBL) in Thailand: a participation to the LINQED Network Yongyuth Pongsupap National Health Security Office Orawan Tawaytipong Mahidol University 19 May 2012, Quito, Ecuador

2 Primary Care development in the context of DHS (LHS): a specific context and limited resources Five axes Competencies outcomes Individual-Team-System Identified learning activitiesCurriculum Context Based Learning: CBL

3 For example: Curriculum for family doctor Competencies outcomes Individual-Team-System Identified learning activitiesCurriculum Context Based Learning: CBL

4 1. เยี่ยมบ้าน 2. ให้บริการที่บ้าน 3. ให้บริการที่ สถานบริการใน ชุมชน (HC) 4. ประชุมชาวบ้าน 5. ร่วม จนท. HC ตามเยี่ยม ผป. admit รพช 6. นิเทศเพื่อเพิ่มสมรรถนะ จนท. HC 7. ให้คำปรึกษาทางไกลกับ จนท HC 8. อภิปรายกรณีศึกษา 9. ให้บริการที่ รพช. 10. รับผิดชอบโครงการระดับ อำเภอ 11. ประสานและตามเยี่ยม ผป. ที่ ได้รับการ Admit ที่ รพท / รพศ / รร. แพทย์ รวมภาคเอกชน 12. ข้อมูลต่อเนื่องรายบุคคลและ ครอบครัว 13. ข้อมูลเชิงปริมาณ และ คุณภาพของ HC-Comm 14. ข้อมูลเชื่อม HC & Hosp 1. Dr-Pt-Fm-Comm. Relationships 2. Bio-Psycho-Social- Existential ‘Whole’ 3. Continuity of Care: Episodic Continuity, Personal Continuity, Continuity of all care 4. Integrated Care (promote health): Curative, Preventive, Rehabilitative and Health Promotion 5. Coordination/Advocate 6. Capacity building of HC staff 7.Community Diagnosis: Quantitative &Qualitative 8. Community Involvement & Inter-sectoral Collaboration 9. Integrated District Health Care System Family Community District Individual – Team – and System Competencies Identified learning activities (Integration of Routine & Learning): Curriculum: FLU, CLU, DLU

5 Competencies Individual-Team-System Learning activities Main Preceptor FLUCLUDLU Dr-Pt-Fm-Comm. Relationships xxxxxxxxxFM 2. Bio-psycho-social-existential ‘whole’ xxxxxxxxFM 3. Continuous care: personal, episodic… xxxxxxxxFM 4. Integrated care: prev-prom-cur-reh… xxxxxxxxFM 5. Coordination/Advocate xFM 6. Capacity building of HC staff xxxDHS/FM 7. Community Diagnosis: quantitative xDHS 8. Community Diagnosis: qualitative xxxxxxxDHS 9. Comm. Involve & Inter-sectoral collaboration xx DHS 10. Integrated DHS xxxxxxDHS Main Preceptor FM/DHSFMDHS FM Competencies & Learning activities VS Preceptors: FM &DHS xxxxxx xxxxx xxxxx xxxxx x xx xx xx xx xxx x xxxxxxx x xxx 1234 x x x x x xxx

6 1 st month 2 nd month 3 rd month 4 th month Remarks (Expected Products) 1 st Trimester Individual and family continuous records of the selected families are completely installed. 2 nd Trimester Community Diagnosis (quant. & qual.) has been done. Data link of HC & hosp (utilization & coverage) has been analyzed 3 rd Trimester Scientific products (R to L & R): cohort studies of selected families; continuous community diagnosis; progress of integrated health system. Adapted attitude: Build on previous experience of the learner Settle learning method: Self-directed, gear to his/her own pace Assessed by learner, team, peers, and advisor Continue learning activities & routine works: Finalize scientific products Learning in the System (in the context) Systematic academic supports Inter-vision: exchange experiences among peers in the fields Supervision: participation of advisor Academic conferences: distance learning, academic institutions, … Networking: social media, society, Community of Practice

7 Context Based Learning: formally started in 2007 (5 districts), now a more national policy Health professionals for a new century: transforming education to strengthen health systems in an interdependent world: The Lancet 2010, J Frenk, et al.

8 Competency Driven According to ability (competency) of teacher to teach Identified Competencies : Individual-Team-System Traditional model Competency-based educational model Competencies outcomes A very clear curriculum A clearer curriculum and a context specific CAPS: 12 domains

9 9 PC development in the context of DHS (LHS) Five axes Time Development MPH: 4 Universities -> CBL Family doctor: IST (RCFP) -> CBL To Exchange and Learn more from the LINQED Thank you very much Formal curricula: -> CBL District health manager


ดาวน์โหลด ppt Context Based Learning (CBL) in Thailand: a participation to the LINQED Network Yongyuth Pongsupap National Health Security Office Orawan Tawaytipong Mahidol.

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