MEDICAL EDUCATION / HEALTH PROFESSIONS

EDUCATION

MNEMONICS

2017

DR SARAH T

Dr Sarah T Medical Education/ HPE Mnemonics Page 1

All thanks to ALMIGHTY ALLAH who has enabled us to read write and
understand.

The purpose of creating Mnemonics is to help the students in

memorizing the topics easily.

The descriptions (with mnemonics) are taken from various sources to give
main idea about that topic.

DEDICATED TO MY MOTHER AND TEACHERS.

Dr Sarah T Medical Education/ HPE Mnemonics Page 2

MNEMONICS
LEARNING THEORIES (Reference of description Lecture notes)

( Mnemonic BCS)

1. Behaviourism
2. Cognitivism
3. Constructivism
4. Socialism

BEHAVIORISM
Making people learn what has to be done by reward and punishment

(positive and negative reinforcement)

CONGNITIVISM
Process of thinking behind behavior. We have a memory system that
processes information.
Cognition is our software. Attention is transport system to brain which
is improved by practice

Metacognition is thinking about your own thinking

CONSTRUCTIVISM
If information is already present than new information can be added on it
and knowledge is constructed on previous ones.

Experiential leaning

When the learner learns by life experiences (practical)

Dr Sarah T Medical Education/ HPE Mnemonics Page 3
SOCIAL LEARNING
Learning in groups through interaction and cooperation

ADULT LEARNING THEORY and SELF DIRECTION

Can be applied for teaching students as it enables the student to get
involved and take charge of the learning process.

ANDRAGOGY adult learning

PEDAGOGY children learning

GAGNES THEORY - 9 steps

It can be used for designing interactive lectures

LEARNING PROCESS (Reference of description Lecture notes)

EXAMPLE Explained in a simple way

1. Vision To earn Money

2. Aim Win horse race
3. Goal Horse is fast and hangs out neck
4. Objective / Outcome horse crossing 5 km distance in 5 mins

Related with learning

1. Racing Ground Teaching Institute

2. Horse student
3. Horse buying Selection criteria
4. Place of training Classroom
5. Race day Exam
6. Judges Examiners
7. Race Examination

Dr Sarah T Medical Education/ HPE Mnemonics Page 4

CURRICULUM (Reference of description Lecture notes)

(Mnemonic FiST)

Faculty
Syllabus
Teaching
Broad term ; everything occurring in educational institute
Its a Set of documents
Good curriculum with bad teaching will hamper the learning process.

CURRICULUM MAKING 6 STEPS (Kerns)

(Mnemonic POISEN)

1. Problem identification and General need assessment

2. Targeted NEED assessment
3. Objectives and Goals
4. Educational Strategies
5. Implementation
6. Evaluation and feedback

TYPES OF CURRICULUM

Mnemonic ON/OH

1. Official the written one that comes from a university

2. Operational the one in use in the insititution
3. Hidden Example be properly dressed , display good manners
4. Null the part thats not taught

Operational Curriculum = Official Null

Dr Sarah T Medical Education/ HPE Mnemonics Page 5

EXAMPLE

To develop One day Course for a House physician on hand washing in

clinical setting

Problem identification Increased infection

Current approaches not washing hands in between each patient
Ideal approach wash hands btw each patient for examination
Goals and objectives after completion of one day course house
officers will be able to wash hands between patients using hand
scrub.
Cognitive enlist steps
Psychomotor demonstrate steps

FRAMEWORK OF CURRICULUM (Reference of description Book ABC Of

Learning and Teaching in Medicine)

SPICES
1. Student centred
2. Problem based
3. Integrated
4. Commmunity based
5. Electives
6. Systematic

PRISM
1. Product focus on doctors
2. Relevant
3. Inter professional
4. Short
5. Multisite

Dr Sarah T Medical Education/ HPE Mnemonics Page 6

LEARNING OUTCOME (Reference of description Lecture notes)

OBJECTIVE - product
OUTCOME quality of product

CURRICULUM INTEGRATION (Reference of description Lecture notes)

Vertical basic sciences are taught together like anatomy , physiology ,

biochemisty

Horizonal Basic sciences are taught with clinical sciences like anatomy
with surgery

ASSESMENT PROBLEMS WITH CURRICULUM (Reference of description

Lecture notes)

(Mnemonic PQRSTV)

1. Problem with curriculum

2. Post exam analysis
3. Quality assurance
4. Lack of Validity and Reliability
5. Lack of teachers and students
6. Assessment Tools
7. Feedback

Dr Sarah T Medical Education/ HPE Mnemonics Page 7

HOW TO WRITE LEARNING OUTCOMES (Reference of description
Lecture notes)

(W & H )

Who is doing
What to do
How much
How well
How long

Example

Who medical college student 4th year

Do- know principles of Epidemiology

How long at the end of 6 months

What to do know steps of Epidemic Outbreak Investigation

Example

Student of final year after one year

Should be able to demonstrate GIT examination and make a D/D

Of a patient presented with Epigastric pain

(how by methods demonstrated by teacher)

Objective should be SMART

TABLE OF SPECIFICATION (TOS) (Reference of description Lecture notes)

Table of specification should tell what students have to do
It can be used for curriculum and assessment
It consists of Subject content Learning outcomes , levels and
weightage in percentage.

Dr Sarah T Medical Education/ HPE Mnemonics Page 8

Sr.No Outcomes Cognitive Psychomotor Affective Percentage
C1 C2 C3 p A
Weightage

DOMAINS OF LEARNING (Reference of description Lecture notes)

1. Cognitive domain (c)

Mnemonic R CASE
i. C1 - Recall
ii. C2 - Comprehension (Describe)
iii. C3 - Application
iv. C4 - Analysis
v. C5 - Synthesis
vi. C6 - Evaluation

2. Psychomotor domain (P)

i. P1=Observes
ii. P2=Assists
iii. P3=Performs under supervision
iv. P4=Performs independently

3. Affective domain (A)

i. A1 = Receives
ii. A2 =Responds
iii. A3 = Values
iv. A4 =Internalizes

Blue Printing (Reference of description Lecture notes)

Test mapped against curriculum.

Dr Sarah T Medical Education/ HPE Mnemonics Page 9

MODES OF INFORMATION TRANSFER (MIT) (Reference of description
Lecture notes)

(Mnemonic BDL)

1. Bedside learning - patients

2. Books
3. Discussion
4. Lectures

CASE STUDY

Situation from real life is followed step by step to illustrate a general

principle or problem solving strategy
Congition level = analysis and evaluation of situation
Advantages
Increased level of students involvement
Higher level of learning

ASSESMENT (Reference of description Lecture notes)

Assessment is of every student individually

TYPES OF ASSESMENT

1. Assessment FOR Learning - Formative ------THROUGHOUT

2. Assessment OF Learning Summative -------FINAL

3. Assessment AS Learner - Self Assessment

Dr Sarah T Medical Education/ HPE Mnemonics Page 10

ATTRIBUTION (Reference of description Lecture notes)

It is something within the person we observe

Weiner Attribution Theory

External luck and difficulty

Internal self ability

MILLERS TRIANGLE (Reference of description ABC Of Learning and

Teaching in Medicine)
Mnemonic KSD

1. Knows ------------------------------ Written exam

2. Knows how to -------------------- Practical
3. Shows how to --------Competence----------- TOACS/OSCE
4. Does --------------Performance------Work placed based Assessment

CHARACTERISTICS OF A GOOD EXAM (Reference of description Lecture

notes)

Mnemonic V-FOR

1. Validity degree of measuring what its supposed to measure

2. Feasibility can be done in available sources
3. Objectivity person given the key of exam can easily mark it e.g
MCQ
4. Reliability scores are consistent and reproducible. Cronbachs
alpha reliability method, value desired 0.8

Dr Sarah T Medical Education/ HPE Mnemonics Page 11

VALIDITY
Mnemonic FCP

1. Face Validity does the exam seem to be of that specialty

2. Content
3. Construct
4. Consequence
5. Predictive exam score predicts future performance of student

PRE EXAM ANALYSIS

(Mnemonic AEH)

1. Angoff Method
2. Ebel Method
3. Hofstee Method

POST EXAMINATION ANALYSIS

(Mnemonic RAID)

1. Reliability
2. Aplha if item deleted
3. Item Analysis
4. Inter item correlation
5. Item difficulty level
6. Discrimination Index
7. Distractor Analysis

Dr Sarah T Medical Education/ HPE Mnemonics Page 12

ITEM DIFFICULTY %

No of correct answer / No of students who answered each item X 100

Value :

30 Difficult / High ----------------Medium--------------------80 Easy / Low

ITEM DISCRIMINATION

No of students who answered correct in

Lower group Upper group / No of students in ONE GROUP

Value -1 to 1

0.3 good , 0.6 very good

MCQ ITEM (Reference of description Lecture notes)

Item Classification C1 2 3

Example

STEM A 25 year old medical student comes with pain abdomen that is
not responding to NSAIDs . (details of symptoms)

LEAD IN Which of the following condition is the most likely to be his

disease ?

OPTIONS

A. Abc
B. Def Correct answer (rest are called Distractors)
C. Ghi
D. Jkl

Dr Sarah T Medical Education/ HPE Mnemonics Page 13

EVALUATION
Evaluation is of whole program

Krikpatrick Model (Mnemonic RLBI)

1. Level 1 Reaction How was the experience good or bad

2. Level 2 Learning new perspective on how to teach
3. Level 3 Behavior change from conventional to latest method
4. Level 4 Impact

SOCIAL ACCOUNTABILITY (Reference of description Online )

Medical institutions that train medical students and doctors should focus on
how to address the health disparity issues btw rural and urban areas by
suitable changes in admission criteria , how to provide job opportunities to
the graduates and prost graduates they have trained and how to work on
the health issues in focus in the country.

CLINICAL LEADERSHIP (Reference of description Online )

Effective Leadership in the field of Medicine is a necessity.

Clinical leadership has a major effect on the delivery of healthcare yet the
doctors arent trained on how to behave like a leader and take decisions
accordingly.

The lack of effective leadership results in chaos for patients and teamwork
of departments of hospitals

Dr Sarah T Medical Education/ HPE Mnemonics Page 14

Doctors training focuses more on degrees and technical skills but little
attention is given on training them to display sensitivity , empathy ,
developing vision and dealing with conflicts with decency and respect.

A Doctor should always be kind to his patients and students.

End

Dr Sarah T Medical Education/ HPE Mnemonics Page 15