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:Session 3Course Specification Accordingto NCAAA Template:Session 3Course Specification Accordingto NCAAA Template

Medical education department

Dr. Bassem Salama El-deek

Associate prof of

FAMCO / Medical Education

Master medical education JHMPE

Co-chairman

of task force committee

of Accreditation

KAU college of medicine

Dr.Mohammed Hassanien

Assisstant prof of

biochemistry / Medical Education

Master medical education JHMPE

Co-chairman of

Governance & Administration

committee

of Accreditation

KAU college of medicine

توصيف المقررات وفقاً لنموذج الهيئة الوطنيةللاعتماد الأكاديمي والتقييمتوصيف المقررات وفقاً لنموذج الهيئة الوطنيةللاعتماد الأكاديمي والتقييم

د . محمد أحمد حسنين

mohammedhassanien700@yahoo.com

د.باسم سلام الديك

basem_eldeek@yahoo.com

Definition and rationale ofcourse specificationDefinition and rationale ofcourse specification

A document that Says

“What will be done”

When teaching a course

Course SpecificationCourse Specification

WHY ?

If you don’t know where youare going ….If you don’t know where youare going ….

You might

end up

somewhere else

Course SpecificationsCourse Specifications

Who will use it?

◦Teaching Staff

◦Students

◦External examiners

◦Academic reviewers

◦Professional bodies- Syndicate

◦Employers

Course SpecificationsCourse Specifications

The Basis for Course andProgram evaluation

TEMPLATES FOR COURSE SPECIFICATION TEMPLATES FOR COURSE SPECIFICATION

A. Administrative InformationA. Administrative Information

B. Professional InformationB. Professional Information

Institution

College/Department

A Course Identification and General Information

1. Course title and code:

2. Credit hours

3. Program(s) in which the course is offered.

(If general elective available in many programs indicate this rather than list programs)

4. Name of faculty member responsible for the course

5. Level/year at which this course is offered

6. Pre-requisites for this course (if any)

7. Co-requisites for this course (if any)

8. Location if not on main campus

B Objectives

1. Summary of the main learning outcomes for students enrolled in the course.

2. Briefly describe any plans for developing and improving the course that are beingimplemented. (e.g. increased use of IT or web based reference material, changes in content asa result of new research in the field)

Examples of main learning outcome:Examples of main learning outcome:

-By the end of this courses, the students will be able to demonstrateknowledge of basic concepts in the functions of vertebrate bodyorgans and to apply this knowledge efficiently under controlledguidance and supervision.

-Understand the processes of human reproduction from the production of

gametes, establishment of the embryo through to independent life

by the newborn infant.

-Understand common problems & disorders of the male& female

reproductive tract, the mechanisms of contraception and the sexual

transmission of diseases.

-Acquire skills & working knowledge & understanding of the principles

and concepts applicable to the Reproductive System, in general.

Compare

3- Upon successful completion of thiscourse c, the graduatesA should be ableto professionallyD and independentlyDanalyzeB and interpretB figures andgraphs and applyB the obtained data indiagnosing abnormalities in hormonalproduction.

Examples of main learning outcome:Examples of main learning outcome:

C. Course Description (Note: General description in the form to be used for the Bulletin or Handbook should be attached)

1 Topics to be Covered

Topic

No of

Weeks

Contacthours

2- Contents

Tutorial/Practical

Lecture

No. of hours

Topic

2 Course components (total contact hours per semester):

Important notes

Lecture:

Tutorial:

Practical/Fieldwork/Internship:

Other:

3. Additional private study/learning hours expected for students perweek. (

Indicate the amount of time expected of students in privatestudy, assignment or other work associated with the courseThis should be shown as an average amount of time perweek over the semester.

4. Development of Learning Outcomes in Domains of Learning

For each of the domains of learning shown below indicate:

A brief summary of the knowledge or skill the course is intended to develop;

A description of the teaching strategies to be used in the course to developthat knowledge or skill;

The methods of student assessment to be used in the course to evaluatelearning outcomes in the domain concerned.

a. Knowledge

(i) Description of the knowledge to be acquired

(ii) Teaching strategies to be used to develop that knowledge

iii) Methods of assessment of knowledge acquired

b. Cognitive Skills

(i) Cognitive skills to be developed

(ii) Teaching strategies to be used to develop these cognitive skills

iii) Methods of assessment of students cognitive skills

c. Interpersonal Skills and Responsibility

(i) Description of the interpersonal skills and capacity to carry responsibility to be developed

(ii) Teaching strategies to be used to develop these skills and abilities

(iii) Methods of assessment of students interpersonal skills and capacity to carry responsibility

d. Communication, Information Technology and Numerical Skills

(i) Description of the skills to be developed in this domain.

(ii) Teaching strategies to be used to develop these skills

(iii) Methods of assessment of students numerical and communication skills

e. Psychomotor Skills (if applicable)

(i) Description of the psychomotor skills to be developed and the level of performance required

(ii) Teaching strategies to be used to develop these skills

(iii) Methods of assessment of students psychomotor skills

ILOs

-To select

-Todifferentiate

-To integrate

-To organize

-To describe

Analyze

-Problem-solving sessions

-Practical/Clinical sessions

-Interactive mini lectures

-Seminars

-Tutorials

-Problem-solving

-OSCE; OSPE

-Essay

Instruction Activity

Assessment Type

5. Schedule of Assessment Tasks for Students During the Semester

Assessment

Assessment task (e.g.. essay, test, group project,examination etc.)

Week

Proportionof FinalAssessment

Student Assessment MethodsStudent Assessment Methods

To assess the skills of analysis anddiscussion

Oral exam.

To assess the ability to remember

To assess the understanding of thescientific background

Written exam.

To assess the skills of:solvingproblems, Present data and discussion

Case study

To assess the professional skills

Practical exam

To assess the ability to work in group

Assignments

5- Assessment Schedule

Assessment 1…………………. Week …………….

Assessment 2 ………………….Week …………….

Assessment 3 ………………….Week …………….

Specify the date for each assessment in the

semester / year span

5-Assessment Schedule5-Assessment Schedule

- First assignment (4th week)

- Mid-term exam. (6th week)

- Presentation of case study (8th week)

- Second assignment (10th week)

- Practical exam. (12th week)

- Oral exam. (13th week)

- Final exam. (14th week)

6- Weighing of Assessments

 Mid-term Examination %

 Final-term Examination %

 Oral Examination. %

 Practical Examination%

 Semester Work %

 Other types of assessment%

 Total 100%

6-Weighting of Assessments6-Weighting of Assessments

10%

Assignments

5 %

Mid-term Exam.

10 %

Case study

5 %

Oral Exam.

20%

Practical Exam.

50%

Final Exam.

100 %

Total

4- Student Assessment:

Write down the assessment methodsused, such as written examinations (mid-term, regular, at the end of term), classactivities (reports, discussions, practicals…etc).

Match the methods used with the courseILOs.

Example from Course XExample from Course X

Assessment

Formative:

This form of assessment is designed to give you feedback to help you to identify areas forimprovement. It includes a mixture of MCQs, short answer-questions (SAQs), extendedmatching questions (EMQs), problems-solving exercises and independent learningactivities in all subjects.

Summative

This type of assessment is used for judgment or decisions to be made about yourperformance. It serves as:

Verification of achievement for the student satisfying requirement.

Motivation of the student to maintain or improve performance.

Certification of performance.

Grades.

In this Course your performance will be assessed according to the following

:

Continuous Assessment 20 Marks

Assignment + Attendance 20 Marks

Final End of Semester Exam (Two Hours) 40 Marks

Final OSPE (Practical) 20 Marks

What are your comments ?

D. Student Support

1.Arrangements for availability of faculty for individual student consultationsand academic advice. (include amount of time faculty are available eachweek)

D. Student Support

1. Availability ofteaching staff forconsultations andadvice.

Describe the arrangements to be made for individual studentcounseling and advice. This should include the timeallocation and schedule for teaching staff to meet withstudents.

E LearningResources

1. RequiredTexts

List any required texts.

1.EssentialReferences

List reference material regarded as essential forteaching the course.

3.RecommendedBooks andReferenceMaterial

Attach list of material that should be available forreference by students undertaking the course.

4. ElectronicMaterials

List requirements for access to electronicmaterials, data bases etc.

5. OtherMaterials

List any other learning materials that are requiredfor the course

F. Facilities Required

1. Accommodation

Specify accommodation requirements for delivery ofthe course indicating the type of facility (eg lecturerooms, laboratories etc. the amount of time needed,any special requirements for scheduling, and thenumber of students to be accommodated.

2. Computingresources

Specify requirements for computer access.

3. Other Resources

Specify any other requirements for the courseincluding specialized equipment. Attach list ifnecessary.

8- Facilities Required for Teaching andLearning:

The facilities include: appropriateteaching accommodation, includingteaching aids, laboratories, laboratoryequipment, computers etc., facilitiesfor field work, site visits etc., which arenecessary for teaching the course.

G Course Evaluation and Improvement Processes

G. Course Evaluation and Improvement Processes

1. Strategies forObtaining StudentFeedback on Quality ofTeaching

Describe strategies. Eg. confidential completion of standardcourse evaluation questionnaire. Focus group discussion withsmall groups of students.

2. Other Strategies forEvaluation of Teaching

Describe any other strategies for evaluation of teaching. Eg.observations and assistance from colleagues, independentassessment of standards achieved by students, independentadvice on assignment tasks, etc.

3. Processes forImprovement ofTeaching

Describe processes for improvement of teaching. Eg.Workshops on teaching methods, review of recommendedteaching strategies.

4. Processes forVerifying Standards ofStudent Achievement

Describe methods used to compare standards of achievementwith standards achieved elsewhere. Eg. check marking of asample of examination papers or assignment tasks,

5. Action Planning forImprovement

Describe process for reviewing feedback on the quality of thecourse and planning for improvement