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D I S T A N C E E D U C A T I O N L E S S O N
I N M E D I C I N E
1995
FOREWORD
Dear Learner,
Mabuhay!
Dear Learner,
Mabuhay!
- Ballpen or pencil
- Carbon papers
- Papers
Best wishes!
Introduction ........................................... 1
Prerequisites .......................................... 1
Planning 1
Planning 2
Planning 3
Preliminary Drafting
Summary ................................................ 34
Attachments:
Introduction
Prerequisites
1
Third, you must have already designed a DE program in
medicine before.
2
4. The fourth assumption is on knowing how to write the
SIM. You may or may not know it. For the purpose
of this self-study program, let us assume that you
still don't know how to write a SIM yet, but you are
going to learn how to do it in a short while.
1. Planning 1
3
Planning 1 Activity
Suggestions:
4
PLANNING 1 ACTIVITY
TITLE OF SIM:
INTENDED LEARNERS:
5
PLANNING 1 ACTIVITY
TITLE OF SIM:
INTENDED LEARNERS:
5-Duplicate
Now, take a look at my Planning 1 Activity output on the
lesson "How to Write a Distance Education Lesson in Medicine"
below.
TITLE OF SIM:
INTENDED LEARNERS:
Medical educators
6
Planning 2
The Structure
What are the parts of a SIM? The elemental parts are the
introduction, the body, and the closing.
You can add any other parts which you think are necessary in
facilitating your student's learning. Other parts may include a
foreword, a guide on how to use the SIM, pretest and posttest,
recommended follow-up activities, etc.
7
The Content
The Writing
Above, I have given you some tips that will help make your
SIM facilitate your student's learning.
8
Have these tips in mind when you construct your SIM.
Remember there is more than one way of doing things. There is no
such thing as the only way to construct a SIM in medicine. You
can initially adopt the strategies of other writers. As you go
on writing more SIMs, feel free to be innovative and creative.
Remember what matters in the end is whether your SIM will
facilitate student's learning or not.
9
PLANNING 2 ACTIVITY
TITLE OF SIM:
INTENDED LEARNERS:
| CONTENT | WRITING
| |
| How should the | How should the
| content be to | writing be to
| facilitate | facilitate
| learning? | learning?
| (At least 3) | (At least 3)
___________________| |
| |
STRUCTURE | 1. | 1.
| |
Give the parts. | |
(At least 3) | 2. | 2.
| |
1. | |
| 3. | 3.
2. | |
| |
3. | |
| |
| |
| |
How should the | |
structure be to | |
facilitate | |
learning? | |
(At least 2) | |
| |
1. | |
| |
2. | |
| |
| |
10
PLANNING 2 ACTIVITY
TITLE OF SIM:
INTENDED LEARNERS:
| CONTENT | WRITING
| |
| How should the | How should the
| content be to | writing be to
| facilitate | facilitate
| learning? | learning?
| (At least 3) | (At least 3)
___________________| |
| |
STRUCTURE | 1. | 1.
| |
Give the parts. | |
(At least 3) | 2. | 2.
| |
1. | |
| 3. | 3.
2. | |
| |
3. | |
| |
| |
| |
How should the | |
structure be to | |
facilitate | |
learning? | |
(At least 2) | |
| |
1. | |
| |
2. | |
| |
| |
10-Duplicate
STOP HERE FOR A WHILE. START FILLING UP THE ABOVE FORM.
------------------------------------------------------------
RESUME HERE AFTER YOU ARE THROUGH FILLING UP THE ABOVE FORM.
11
PLANNING 2 ACTIVITY OUTPUT
TITLE OF SIM:
| CONTENT | WRITING
| |
| How should the | How should the
| content be to | writing be to
| facilitate | facilitate
| learning? | learning?
| (At least 3) | (At least 3)
___________________| |
| |
STRUCTURE | 1. Gives direction | 1. Easy to
| | understand
Give the parts. | | words/phrases
(At least 3) | Adequate and | sentences/
| appropriate - | paragraphs
1. Introduction | | ideas/thoughts
| 2. information |
2. Body | | 2. Interactive
| 3. active learning |
3. Closing | activities | 3. Informal
| |
| 4. self-assessment |
| exercises |
How should the | |
structure be to | |
facilitate | |
learning? | |
(At least 2) | |
| |
1. Distinct parts | |
2. Parts with | |
purpose | |
3. Parts well | |
organized, | |
with | |
systematic | |
and logical | |
sequence | |
12
Planning 3
13
PLANNING 3 ACTIVITY
TITLE OF SIM:
INTENDED LEARNERS:
1.
2.
3.
Note: As the content expert, you decide on what and how many
learning objectives to include in your SIM.
14
PLANNING 3 ACTIVITY
TITLE OF SIM:
INTENDED LEARNERS:
1.
2.
3.
Note: As the content expert, you decide on what and how many
learning objectives to include in your SIM.
14-Duplicate
Now, take a look at my Planning 3 Activity output on the
lesson: "How to Write a Distance Education Lesson in Medicine"
below.
1. Must Know
2. Can be reasonably completed in 1 to 2 hours
3. Clear
4. Specific
5. Observable
6. Measurable
TITLE OF SIM:
INTENDED LEARNERS:
Medical educators
15
II. Writing a Draft of the Self-instructional Material
Example 1
Introduction
Specific Learning Objectives
Body
Summary
Example 2
Introduction
Pretest
Specific Learning Objectives
Body
Summary
Posttest
16
2.2 For the "Specific Learning Objectives", these
have already been formulated before the start
of the draft.
17
In Planning 2, I gave you some guidelines that
will help you achieve this ultimate objective of
the SIM. Do you still remember them? Have
those guidelines in mind when you write your
SIM. Okay?
18
PRELIMINARY DRAFTING ACTIVITY
TITLE OF SIM:
INTENDED LEARNERS:
INTRODUCTION:
BODY:
19
PRELIMINARY DRAFTING ACTIVITY
TITLE OF SIM:
INTENDED LEARNERS:
INTRODUCTION:
BODY:
19-Duplicate
BODY (Continuation):
CONCLUSION:
Note: You can add more parts to the above form. You are the
content expert and you are the writer of your SIM.
20
BODY (Continuation):
CONCLUSION:
Note: You can add more parts to the above form. You are the
content expert and you are the writer of your SIM.
20-Duplicate
Now, take a look at my Preliminary Drafting Activity output
on the lesson: "How to Write a Distance Education Lesson in
Medicine" below:
TITLE OF SIM:
INTENDED LEARNERS:
Medical educators
INTRODUCTION:
BODY:
Planning
Goal and objective
Expected output
Strategies to achieve goal or output
Approaches or steps
21
3. How to write a self-instructional material
SUMMARY:
Planning
Drafting
Testing and critiquing
Importance of creativity
Importance of goal in writing a self-instructional material
22
ANALYSIS AND COMPARISON OF MANUSCRIPTS
4.1 Informal? 1 2 3
4.2 Formal? 1 2 3
5.1 Interactive? 1 2 3
5.2 Non-interactive? 1 2 3
23
ANALYSIS AND COMPARISON OF MANUSCRIPTS
4.1 Informal? 1 2 3
4.2 Formal? 1 2 3
5.1 Interactive? 1 2 3
5.2 Non-interactive? 1 2 3
23-Duplicate
STOP HERE FOR A WHILE. START FILLING UP THE ABOVE FORM.
------------------------------------------------------------
RESUME HERE AFTER YOU ARE THROUGH FILLING UP THE ABOVE FORM.
24
Do we have any differing answers?
25
IV. Critiquing and Developmental Testing of a Self-instructional
Material
Later on, I will give a checklist which you can use for a
face-to-face tryout.
26
CHECKLIST FOR FACE-TO-FACE TRYOUT OF A SIM
Name of Learner:
Self-instructional Material:
- Sequence
- Others:
3. Seem to be bored?
4. Others:
27
QUESTIONNAIRE FOR FIELD TRIAL AND FACE-TO-FACE TRYOUT OF A SIM
Name of Learner:
Self-instructional Material:
__ 1 hr __ 2 hr __ 3 hr __ 4 hr __ 5 hr Others ________
28
7. Did you achieve the learning objectives after going through
the SIM?
Was it clear?
29
13. The "Writing" in the SIM
30
CHECKLIST OR QUESTIONNAIRE FOR CRITIQUING A SIM
Name of Critique:
Self-instructional Material:
1. How long did it take you to finish the SIM? How long do you
think it will take a learner to finish the SIM?
__ 1 hr __ 2 hr __ 3 hr __ 4 hr __ 5 hr Others ________
31
7. Did you achieve the learning objectives after going through
the SIM? What are the chances that a learner can achieve the
learning objectives fairly easily after going through the
SIM?
Was it clear?
32
13. The "Writing" in the SIM
33
I have just presented to you samples of checklists and
questionnaires for critiquing and developmental testing a SIM.
Summary
34
followed by the actual writing of the full content of the SIM.
Initial drafts undergo a number of revisions until such a time
that you as the medical educator writer feel it is final and
about ready to be published.
35
HOW TO WRITE A DISTANCE EDUCATION LESSON IN MEDICINE
SUMMATIVE EVALUATION
36
STUDENT'S ASSESSMENT OF THE SELF-STUDY PROGRAM
PROGRAM: ________________________________________________________
AUTHOR: _________________________________________________________
37
HOW TO WRITE A DISTANCE EDUCATION LESSON IN MEDICINE
Face-to-face Tryout
Field Trial
38
Recommended Follow-up
39
CHECKLIST FOR FACE-TO-FACE TRYOUT OF A SIM
Name of Learner:
Self-instructional Material:
- Sequence
- Others:
3. Seem to be bored?
4. Others:
Name of Learner:
Self-instructional Material:
__ 1 hr __ 2 hr __ 3 hr __ 4 hr __ 5 hr Others ________
Was it clear?
Name of Critique:
Self-instructional Material:
1. How long did it take you to finish the SIM? How long do you
think it will take a learner to finish the SIM?
__ 1 hr __ 2 hr __ 3 hr __ 4 hr __ 5 hr Others ________
Was it clear?
OF
THYROID DISORDERS
Introduction ............................................ 1
Objectives .............................................. 1
References .............................................. 21
Post-Test ............................................... 22
OBJECTIVES
1
RECOMMENDED PREPARATIONS
A. CHIEF COMPLAINT
B. PHYSICAL EXAMINATION
Once the physician gets the cue that the chief com-
plaint of the patient is a possible thyroid problem, he
2
should right away start an examination of the patient's
neck. He can continue asking questions while he performs
the physical examination.
3
C. IN-DEPTH INTERVIEW
REVIEW QUESTIONS I
1.
2.
3.
4.
5.
6.
7.
4
C. Name at least five characteristics of a thyroid nodule that
must be described during physical examination.
8.
9.
10.
11.
12.
5
Normally, a thyroid gland is not clinically palpable on the
neck. There is, however, a situation in which a normal thyroid
gland can be clinically palpable on the neck. This is in very
thin patients with minimal subcutaneous tissues and thinned-out
strap muscles.
REVIEW QUESTIONS II
1.
2.
3.
4.
5.
6.
7.
6
C. Name five situations in which a thyroid disorder is consi-
dered to be present.
8.
9.
10.
11.
12.
2. HYPERTHYROIDISM
3. THYROID CANCER
4. THYROIDITIS
5. HYPOTHYROIDISM
7
1. It is a simplified nomenclature. For example, patients
with hyperthyroidism can present with a diffuse or
nodular goiter. They can present with or without exoph-
thalmos. Instead of the traditional terms, such as dif-
fuse toxic goiter, nodular toxic goiter, Graves' di-
sease and Plummer's disease, the word "hyperthyroidism"
as a clinical diagnosis is sufficient.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
8
D. Enumerate the three clinical forms of thyroiditis.
14.
15.
16.
9
rate is less than 9O/min, then the goiter that is palpably
present is nontoxic. If the pulse rate is equal to or greater
than 9O/min, a hyperthyroidism has to be ruled out in the
presence of a goiter, using other data in the physical examina-
tion. It must be borne in mind that tachycardia may be present
even in nontoxic goiter.
Hyperthyroidism (common)
Hyperthyroidism
Hyperthyroidism
1O
REVIEW QUESTIONS IV
1.
2.
3.
4.
5.
6.
11
1. Hoarseness of voice that is due to an involvement of the
recurrent laryngeal nerve.
2. Neck nodes, especially on the side of the thyroid nodule,
considered to be metastatic.
3. Distant mass that is considered to be a metastatic
lesion.
REVIEW QUESTIONS V
1.
2.
3.
4.
5.
12
The diagnostic process is greatly facilitated if the physi-
cian has obtained the following knowledge and skills:
13
Case 7. Solitary thyroid 7. Thyroid cancer, most probably
nodule, hard, papillary by prevalence
fixed, solid
PR < 9O/min
14
Case 14. Tender, fluctuant 14. Thyroid abscess
mass on the thyroid
gland
PR > 9O/min
No signs of malig-
nancy
15
diagnosis because it is the most common cause. It is only when
there is a distant mass suspected of metastasis that a diagnosis
of follicular carcinoma is made, as is seen in Case 8.
REVIEW QUESTIONS VI
A B
16
8. Nodular thyroid gland 8. ________________
No discrete mass
PR = 7O/min
17
ANSWERS TO REVIEW QUESTIONS
I. 1. History
2. Physical examination
6. Pulse rate
8. Size
9. Consistency
11. Tenderness
12. Location
13. T
14. F
15. T
16. F
17. F
18
5. Very thin patients.
2. Hyperthyroidism
3. Hypothyroidism
4. Thyroid cancer
5. Thyroiditis
6. Papillary carcinoma
7. Follicular carcinoma
8. Anaplastic carcinoma
9. Medullary carcinoma
19
15. Thyroid abscess
- colloid cyst
- thyroid cancer
- thyroid cancer
- chronic thyroiditis
3. Hoarseness of voice
6. F
7. F
2O
VI. 1. Hyperthyroidism
4. Follicular carcinoma
5. Papillary carcinoma
6. Anaplastic carcinoma
8. Chronic thyroiditis
10. Hyperthyroidism
REFERENCES
21
POST-TEST
22
T F 14. Follicular adenoma and colloid adenomatous nodule
are synonymous.
a. Follicular carcinoma
b. Papillary carcinoma
a. Papillary carcinoma
b. Follicular carcinoma
c. Colloid cyst
23
18. A 4O-year-old female presented with multiple nodules on the
thyroid gland. The nodules were of different consistencies.
Some were firm. Some were cystic. The pulse rate was 8O/min.
There were no neck nodes. There was no mass in other parts
of the body. What is your diagnosis?
a. Follicular carcinoma
b. Papillary carcinoma
e. Chronic thyroiditis
a. Hyperthyroidism
b. Graves' disease
e. Papillary carcinoma
a. Anaplastic carcinoma
b. Follicular carcinoma
c. Medullary carcinoma
d. Papillary carcinoma
24
21. A 19-year-old female presented with a huge movable diffusely
enlarged thyroid gland. The pulse rate was 8O/min. There
were no neck nodes nor masses in other parts of the body.
What is your diagnosis?
c. Iodine-deficiency goiter
d. Physiologic goiter
a. Papillary carcinoma
b. Follicular carcinoma
c. Anaplastic carcinoma
a. Papillary carcinoma
b. Follicular carcinoma
c. Anaplastic carcinoma
d. Medullary carcinoma
25
24. A 14-year-old female presented with a solitary nodule on the
left lobe of her thyroid gland. The nodule was 2 cm in size,
soft, movable and not tender. There were no neck nodes nor
masses in other parts of the body. The pulse rate was 8O/min.
What is your diagnosis?
a. Follicular adenoma
b. Colloid adenomatous
b. Anaplastic carcinoma
c. Papillary carcinoma
d. Follicular carcinoma
e. Medullary carcinoma
26
ANSWERS TO POST-TEST
I. 1. T II. 16. B
2. T 17. C
3. F 18. C
4. T 19. A
5. T 20. B
6. T 21. B
7. T 22. A
8. T 23. C
9. T 24. B
10. T 25. D
11. F
12. T
13. T
14. F
15. F
27
RECOMMENDED FOLLOW-UP
28