KARACHI: In a bid to enhance educational quality, foster innovative teaching and learning approaches and development of essential skills among students and faculty, Liaquat College of Medicine & Dentistry (LCMD) Department of Health Professions Education (DHPE) organised different workshops under the supervision of Principal LCMD, Prof Dr Navid Rashid Qureshi.
The first workshop focused on the concept of the 'flipped classroom.' Dr Sabaa Shahid, in charge of DHPE, skillfully facilitated the workshop.
The workshop involved the participants in an interactive exploration of the flipped classroom approach, and made them understand the practical aspects of implementation, uncovering both best practices and pitfalls. The session guided the participants in making informed decisions about when to employ the flipped classroom model instead of traditional methods.
During the workshop the participants engaged in crafting personalised lesson plans, strategically incorporating the flipped classroom technique into their upcoming lectures.
The second workshop meant for first-year BDS students focused on integrating Problem-Based Learning (PBL) sessions into the curriculum. Dr Sabaa Shahid, led the workshop dedicated to crafting PBL cases, where heads of LCMD departments collaborated to develop tailored cases aligned with the students' current knowledge level. Faculty members also identified learning objectives that seamlessly fit within the PBL framework. Furthermore, separate orientation sessions were held for both heads of departments and first-year BDS students to ensure alignment in understanding.
The third workshop skillfully conducted by Dr Maha Khan, Lecturer at DHPE, aimed at training facilitators to effectively conduct PBL sessions. The workshop focused on the core principles of PBL, emphasising concepts like student-centered learning, contextual learning, active participation, and collaborative engagement. The participants engaged in dynamic group activities, engaging in insightful discussions on the advantages and challenges of PBL, as well as the roles of students and facilitators within this framework.
The session also included a comprehensive exploration of the Maastricht seven-jump process of PBL, culminating in an engaging role-play session simulating a PBL interaction, which received appreciation from all participants. These initiatives showcase DHPE's commitment to enhancing the educational experience for students and faculty alike.
Another workshop conducted by Dr Maha Khan, titled "Developing e-Portfolios" assisted medical teachers in grasping the art of curating, managing, and utilising electronic portfolios. These portfolios serve as a canvas to exhibit their teaching philosophies, professional growth, learning journeys, competencies, and notable accomplishments.
This innovative approach not only bolsters teaching efficacy, but also enhances the overall assessment process and encourages reflective practices within medical education.
During the workshop, Dr Maha Khan first helped participants articulate their unique teaching philosophies and through a step-by-step, hands-on experience, they were led into building their personalised e-portfolios.
A key facet of the post-workshop phase involved participants translating their newfound knowledge into practice by assembling their e-portfolios and generating shareable links with the DHPE for further feedback.
