H O W T O D E S I G N A

D I S T A N C E E D U C A T I O N P R O G R A M

I N M E D I C I N E

(An Off-Campus Study)

Reynaldo O. Joson, MD, MHA, MHPEd

1995
 FOREWORD

Dear Learner,

Mabuhay!

Welcome to a learning experience in becoming a health

professional.

This program has been especially designed with you, the

learner, and the principles of effective teaching and learning in
mind.

As you go through this learning program, please bear in mind

the following:

1. I am treating you as an adult learner which

1.1 Assumes you have learning aspirations and

expectations and, therefore, are motivated;

1.2 Gives you the privilege to use other learning

strategies in achieving the objectives in this
program;

1.3 Welcomes you to go beyond the learning package

as you so desire; and

1.4 Expects discipline, honesty, and maturity in

fulfilling your learning activities.

2. We shall define learning as a positive observable

change (for the better or improvement) in human
behavior, disposition, attitude, performance, or
capability which persists over a period of time.

3. Active learning strategies and activities will be

utilized as much as possible.

4. The program will contain learning materials which I

think will be relevant to your being an effective,
efficient, and humane health professional.

5. The ultimate goal of the learning program is to

produce health professionals who will contribute to
the health development in the Philippines.
 6. When I made the program, I tried my best to
facilitate your learning. Bear in mind, however, I
am not infallible. Thus, analyze carefully
everything in this program. Don't hesitate to offer
disagreements and constructive criticisms for my own
learning and for the improvement of the program.

Best wishes for a fruitful learning with the help of this

program.

Reynaldo O. Joson, MD, MHPEd

1995
 GUIDELINES IN STUDYING THE PROGRAM

Dear Learner,

Mabuhay!

Welcome to an experience in self-instruction.

This program has been designed so that you learn on your

own. You can learn at your own pace - as fast as you can or as
slow as you wish. You can choose to study anywhere and anytime.

For effective learning, however, please follow the following

guidelines in studying the program:

1. You should diligently and chronologically go through

each part. Each part has an important role.

- The Introduction gives you an orientation,

perspective, and tells you the importance of the
subject matter.

- The Prerequisites tells you what you must

possess before you go into the program proper.
It helps you review and recall the prerequisites
through a stock knowledge test.

- The Objectives tells you what you are expected

to achieve after you have finished the program.

- The Text, of course, is the learning material

proper.

- Within the text are Activities where you will be

actively involved in the learning process.

- The Recapitulation helps you put together all

that you have learned in the text.

- The Critiquing reinforces your learning.

- The Summative Evaluation tells you what you

should undertake, for me, your faculty
facilitator, to be able to assess you for
certifying purpose.

- The Student's Assessment of Self-Study Program

will give me a feedback on my efforts to
facilitate your learning.
 - The List of Papers to Submit will provide you
with a checklist on what to submit to me.

- The Recommended Follow-up suggests what other

learning activities you should undertake.

2. You must follow all the specific instructions to the

letter.

3. You must complete and submit all the assigned tasks

on the specified date.

4. You need to have a pen and papers when you

accomplish the activities of the program.

The estimated study time for the program excluding the

summative evaluation activity is 1 to 2 hours.

Best wishes!

Reynaldo O. Joson, MD, MHA, MHPEd

1995
 Table of Contents

Introduction 1

Prerequisites 1
Stock Knowledge Test

Learning Objectives 4

1 Creating a Distance Education Program in Medicine 4

Activity 1

2 Designing a Distance Education Program in Medicine 6

2.1 Formulating Learning Objectives 6

Activity 2

2.2 Formulating Learning Content 8

Activity 3

2.3 Formulating Teaching-Learning Strategies 9

Activity 4

2.4 Formulating Assessment Methods of Students'Learning 11

Activity 5

3 Administrative Issues in a Distance Education Program in

Medicine 13

Activity 6

Recapitulation in Designing a Distance Education Program in

Medicine 15

Critiquing a Distance Education Program Proposalin Medicine 19

Distance Education Program Proposals

1. Distance Education in Medicine 21
3. Head and Neck Surgical Oncology Fellowship 26

Summative Evaluation 30

Student's Assessment of Self-Study Program 31

List of Papers to Submit to Faculty Facilitator 32

Recommended Follow-up 33
 HOW TO DESIGN A DISTANCE EDUCATION PROGRAM IN MEDICINE

Introduction

Before a medical educator goes into a distance education

(DE) program, he must do some planning. He must know how to
design a DE program.

The subsequent steps after designing are developing,

implementing, assessing, and improving the program.

In this self-study program you will learn how to design a DE

program in medicine.

Prerequisites

There are two prerequisites that you must possess before you
go into learning how to design a DE program. First, you must
understand fully the concept of DE and second, you must be
convinced of the usefulness of DE in medicine.

Do you have these prerequisites?

Let's have a review-recall of the concept of DE through the

Stock Knowledge Test. Please turn to the next page for this
test.

1
 HOW TO DESIGN A DISTANCE EDUCATION PROGRAM IN MEDICINE

STOCK KNOWLEDGE TEST

Name ___________________________________________ Date ___________

INSTRUCTIONS: Indicate which statements are true (T) or false (F)

by encircling the appropriate letter. Without
looking at the answer key, accomplish in duplicate.
Submit one copy to me, you faculty facilitator.
Thanks.

T F 1. A distance education is an in-campus teaching-learning

process where the students do independent study away
from the teacher.

T F 2. The basic principles of andragogy (adult teaching and

learning) utilized in the formulation of a distance
education curriculum are different from those utilized
in the residential education curriculum.

T F 3. In distance education, all the teaching and learning

must take place at a geographic distance between the
teacher and the student.

T F 4. In distance education, there is no face-to-face

interaction between the teacher and the student.

T F 5. In distance education, the formulation of learning

strategies is one of the most challenging tasks of the
medical educators not used to such mode of education.

After you are through answering this test, please turn to

the next page to check your answers as well as to have a review
of the basic concept of DE.

2
 HOW TO DESIGN A DISTANCE EDUCATION PROGRAM IN MEDICINE

STOCK KNOWLEDGE TEST

Name ___________________________________________ Date ___________

INSTRUCTIONS: Indicate which statements are true (T) or false (F)

by encircling the appropriate letter. Without
looking at the answer key, accomplish in duplicate.
Submit one copy to me, you faculty facilitator.
Thanks.

T F 1. A distance education is an in-campus teaching-learning

process where the students do independent study away
from the teacher.

T F 2. The basic principles of andragogy (adult teaching and

learning) utilized in the formulation of a distance
education curriculum are different from those utilized
in the residential education curriculum.

T F 3. In distance education, all the teaching and learning

must take place at a geographic distance between the
teacher and the student.

T F 4. In distance education, there is no face-to-face

interaction between the teacher and the student.

T F 5. In distance education, the formulation of learning

strategies is one of the most challenging tasks of the
medical educators not used to such mode of education.

After you are through answering this test, please turn to

the next page to check your answers as well as to have a review
of the basic concept of DE.

2-Duplicate
Answers to the Stock Knowledge Test

1. F 2. F 3. F 4. F 5. T

Review:

1. False. A distance education is an off-campus study.

Independent study is a teaching-learning method which can be done
in both in-campus and off-campus study. However, it is more
frequently seen in off-campus study or DE because of the
geographic distance between the teacher and the student.

2. False. They are the same. Adjustments are just made

because of the geographic distance factor. Distance and
residential education both have a curriculum with the usual four
components of learning objectives, content, learning activities,
and assessment.

3. False. Not all, just the majority, take place at a

geographic distance.

4. False. There is still some face-to-face interaction,

albeit on an intermittent basis. To promote interaction with the
students, the instructional materials are made "interactive" and
teleconferences may be used.

5. True. Majority of medical educators have not used

teleconferences and interactive instructional materials in their
teaching and learning methods. What will be most challenging to
them will be the instructional materials they have to develop,
both quality and quantity wise. Skills needed for developing DE
instructional materials are different from those needed for the
traditional or conventional ones.

So, how much did you recall your concept of DE?

I hope you have recalled and understood fully the concept of

DE by this time. With that, you can now proceed to learning how
to design a DE program in medicine. By the way, I am assuming
you believe in and are convinced of the usefulness of DE in
medicine. If not, we might encounter rough sailing in this
program.

3
Specific Learning Objectives:

When you finish this program, you should be able to:

1. Critique a distance education program proposal in

medicine.

2. Design a distance education program in medicine.

1. Creating a Distance Education Program in Medicine

As a medical educator, you can either create a new course in

medicine using a distance education mode or transform an existing
residential course into a DE format.

Practically all courses in medicine and in other fields for

that matter can be conducted using a DE mode.

Whether to create or to transform, you must justify the use

of a DE format. It is so easy to justify when you know and are
convinced of the benefits of DE.

Do you still remember the various benefits of DE for the

students, the teaching institutions, and the public health
administrators?

I am sure you do. If you don't mind, let's go over some of

them so that you will have an easy time justifying a DE format
for any course in medicine.

For the students (physicians-to-be, specialists-to-be, and

medical practitioners), the main benefit of DE consists of the
opportunity to obtain an education which otherwise they will not
be able to have in the presence of constraints, such as time,
geography, family, and work responsibilities.

For the teaching institutions, DE can widen access to

medical education by offering opportunities to students who
cannot leave their jobs or home for full time studies.

For the public health administrators, DE can contribute to

health development of a community through its students and
graduates.

Another justification which you have to make, beside the one

for the DE format, is the public need or demand for a particular
course that you will create. Put in another way, will there be
student-takers? If yes, approximately how many?

4
Activity 1

Think of a course in medicine which you will design using a

distance education format.

Think of one which you feel you are an expert of in term of

the subject matter.

The course may be an existing one being conducted in a

residential mode in your school. Or, it may be one which you
want to create.

For this exercise, to make things easy for you, I suggest

you think of a short course, not one which run for one year or
more.

After you have thought of a course in medicine which you

will design using a distance education format, please fill up the
form below or, better still, get hold of a piece of paper and
answer the items asked for:

Course Title: ______________________________________________

(An Off-Campus Study)

Rationale:

Pls. explain in a narrative format.

1. If it is a new course, why the course?

Importance? In need? In demand?

2. Why a distance education mode?

Go ahead and start accomplishing Activity 1. After you are

through, come back to this page to continue your study of this
self-instructional program.

STOP HERE FOR A WHILE.

________________________________

RESUME HERE LATER ON.

5
 After you have justified the creation or transformation of a
course into a DE format, you are now about to start designing the
program proper.

2. Designing a Distance Education Program in Medicine

Designing a DE program is essentially designing a curriculum

with consideration of the geographic distance between the student
and the teacher.

As you know, a curriculum is a teaching-learning plan

consisting of four component parts: the learning objectives; the
content; the learning activities, methods, or strategies; and the
assessment methods.

Before you start designing a DE program, always have in mind

the following points so that you don't easily get frustrated:

1. Initially, your design will tend to be general,

incomplete, and not detailed. That's expected.
That's alright.

2. Your design will constantly need revisions for

improvement when you:

2.1 spend more time thinking about it;

2.2 consult other people for feedback and

suggestions;

2.3 develop the instructional materials;

2.4 implement the program; and

2.5 assess the program.

Remember there is no such thing as a perfect design. All

designs will have some flaws and rooms for improvement.

Just try your very best and always be ready to revise to

improve. That's the secret of learning, the secret of success.

2.1 Learning Objectives

The very first thing to do in designing a DE curriculum or

any curriculum for that matter, is to formulate the terminal
learning objectives, meaning, what competencies do you expect
your graduates to be able to do after the course.

6
 When you write the learning objectives, try to be specific
and realistic. The most important element in an "objective"
statement is the action verb. Use an action verb that will
elicit an observable behavior on the part of student. Thus, do
not use "know", "understand", "familiarize" and the like. Use
such concrete verbs like "identify", "demonstrate", "explain",
"perform", and "enumerate".

Activity 2

With the course you wrote down in Activity 1 in mind,

formulate the terminal learning objectives. Use the form below
or, better still, supply the items asked for in another sheet of
paper.

Being the subject matter expert, you decide what and how
many terminal learning objectives there should be in your
proposed course.

Course Title: ______________________________________________

(An Off-Campus Study)

Terminal Learning Objectives:

At the end of the course, the student should be able

to:

1.

2.

3.

n.

Go ahead and start accomplishing Activity 2. After you are

through, come back to this page to continue your study of this
self-instructional program.

STOP HERE FOR A WHILE.

________________________________

RESUME HERE LATER ON.

7
 The learning objectives you just wrote down will now serve
as the steering wheel for the formulation of the learning
content; teaching-learning activities, methods, and strategies;
and methods of assessing students' learning.

2.2 Learning Content

With the learning objectives as the guide, outline the

course content in the form of module titles.

Arrange the module titles in sequence. Indicate if there

are prerequisites to a particular module.

A module can be divided into units. Likewise, a unit can be

divided into lessons depending on your decision as the subject
matter expert.

Activity 3

Now, make an outline of the content of your contemplated DE

course using module titles. You can have unit titles under a
module and lesson titles under a unit.

Please use a separate sheet of paper for this activity.

Follow the format given below.

Course Title: ______________________________________________

(An Off-Campus Study)

Course Content:

Module I:

Module II:

Unit 1 (if any):

Lesson 1 (if any):

Module N:

8
 Go ahead and start accomplishing Activity 3. After you are
through, come back to this page to continue your study of this
self-instructional program.

STOP HERE FOR A WHILE.

________________________________

RESUME HERE LATER ON.

2.3 Teaching-Learning Strategies

Now, that you are through with the learning objectives and
the learning content, you are about to start formulating the
teaching-learning strategies.

Before doing so, always have the geographic distance between

you and your students as well as other constraints in mind when
you formulate the teaching-learning strategies in a DE program.

Remember, there are essentially three ways in which you can

interact with your students in a DE format. These are, namely:

1. Use of interactive instructional materials

2. Use of teleconferencing

3. Intermittent face-to-face interaction

Instructional materials can be in the form of print and

nonprint media or in combination. Examples of nonprint
instructional materials are those using audiotapes, videotapes,
slides, and computer programs.

The self-instructional material that you are reading right

now at this very moment is in what medium?

What an insulting question, isn't it? Sorry. Just want to

break the monotony.

To continue, teleconferences can be conducted either via

broadcasts or telephones. Teleconferences via broadcasting may
either be through radio or television facilities.

The other thing which you must take into strong

consideration when you decide on what teaching-learning strategy
to use is the learning objectives.

9
 I mentioned earlier that the learning objectives should
serve as the steering wheel in the formulation of the teaching-
learning strategies. Thus, your formulated strategies must be
appropriate and congruent to the learning objectives. A simple
rule to follow in evaluating appropriateness and congruency is to
correlate the action verb of each learning objective with the
teaching-learning strategy. Ask yourself the following
questions:

1. Will the formulated teaching-learning strategy be

able to elicit the behavior prescribed by the action
verb in the learning objective?

2. If yes, is it the most effective and efficient

strategy possible?

Activity 4

With the learning objectives and the outline of the learning

content you have previously formulated as the take-off point,
make decisions on the following issues on teaching-learning
strategies:

Use a separate sheet of paper for this activity. Follow the

format given below.

1. Types of media to use in instructional materials

Print, nonprint, or both?

For nonprint, what kind?

Type of media to use

Module I

Module II

Unit 1

Lesson 1

Module N

2. Face-to-face interaction

Frequency?

In which modules?

10
 3. Use of teleconferences

If Yes,

Frequency

What forms?

Broadcasts
Radio
Television

Telephones

If No, why?

Not available
No strong indication

Go ahead and start accomplishing Activity 4. After you are

through, come back to this page to continue your study of this
self-instructional program.

STOP HERE FOR A WHILE.

________________________________

RESUME HERE LATER ON.

2.4 Assessment of Students' Learning

Now that you are through with the formulation of teaching-

learning strategies, you are about to start deciding on the
methods of assessing students' learning.

Before you do that, let me just give you some pointers on

assessment and evaluation.

1. Assessment may be formative and summative.

1.1 Formative assessment is done during the course

to determine the progress of students'
learning.

1.2 Summative assessment is done at the end of the

course or at the end of a module for purpose
of certification.

11
 2. The methods of assessment usually consist of the
following:

2.1 Written examination

2.2 Practical examination

2.3 Oral examination

3. Which method of assessment to use will be governed

by the learning objectives specially the action
verb. For example, if the learning objective is to
perform a procedure, a practical examination should
be the choice. If the learning objective is mainly
to acquire cognitive knowledge, either a written or
an oral examination can be used. In other words,
there must be congruence between the assessment
methods and the learning objectives. Furthermore,
the assessment method must be one which you think is
the most valid, most reliable, and feasible in
determining whether the students have achieved the
learning objectives or not.

4. In the summative assessment, a system of

certification must be defined. Usually, the system
is either norm-referenced or criterion-referenced.
In medicine, the criterion-referenced system of
assessment is usually preferred. Such a system is
based on standards and definite criteria and not on
how a student perform relative to the other students
in a class. The latter is the norm-referenced
system of certification.

Activity 5

Using the learning objectives you have previously

formulated, make decisions on the following issues of assessing
students' learning:

Use a separate sheet of paper for this activity.

Follow the format given below.

12
 Course Title: ______________________________________________
(An Off-Campus Study)

Assessment Tools:

Learning Objectives Assessment Tools

1.

2.

3.

N.

System of certification:

Norm-referenced system (provide details):

Criterion-referenced system (provide details):

Provision for remedials (general policies):

Go ahead and start accomplishing Activity 5. After you are

through, come back to this page to continue your study of this
self-instructional program.

STOP HERE FOR A WHILE.

________________________________

RESUME HERE LATER ON.

3. Administrative Issues of the Distance Education Program in

Medicine

After you are through formulating the learning objectives,

the learning content, the teaching-learning strategies, and the
methods of assessing students' learning, you can say that you are
practically through with the task of designing a DE program or
curriculum in medicine. The last thing to do is the formulation
of an administrative plan for your curriculum.

Important administrative issues in the design of a DE

program consist of the following:

13
 1. Timetable for the development of the instructional
materials and the DE program as a whole

2. Faculty to help you develop and conduct the DE

program

3. Number of students to be accepted

4. Cost of the DE program

5. Fees to charge students

6. Date of start of offering of the program

A way to determine the fees to charge the students will be

as follows:

1. Tuition fee

1.1 Convert a course or a module into academic

units. One unit usually takes 16 hours of
teaching and learning.

1.2 Assign a cost per academic unit, e.g.,

P 300/unit.

1.3 Multiply the number of units a student is

enrolled in with the cost per unit to get the
tuition fee.

2. Instructional materials fee

This is dependent on the cost of the instructional

materials and their distribution.

3. Registration fee, usually about P50 per semester.

4. Miscellaneous fees:

4.1 Teleconferencing fee

4.2 Intermittent face-to-face interaction fee

4.3 Laboratory fee

4.4 Publication fee

4.5 Others

14
Activity 6

Using the DE curriculum you have just formulated as the

reference, make decisions on the following administrative issues:

Use a separate sheet of paper for this activity.

Use the format given below. You can add more administrative
issues as you deem necessary for your proposed course.

Course Title: ______________________________________________

(An Off-Campus Study)

Timetable for development of

Instructional materials

Teleconferences

Faculty

Number of students to be accepted

Cost of the program

Fees to charge students

Date of start of offering

Go ahead and start accomplishing Activity 6. After you are

through, come back to this page to continue your study of this
self-instructional program.

STOP HERE FOR A WHILE.

________________________________

RESUME HERE LATER ON.

Recapitulation

If you diligently and seriously accomplish activities 1 to

6, I like to say to you, CONGRATULATIONS! You have already
designed a DE program in medicine.

15
 How do you find the tutorial activities? Easy or difficult?
Boring or exciting? I'll be disappointed if you say boring.
I'll be happy if you say exciting, even if you say difficult.

Below are two tables that enumerate the steps in designing a

DE program.

Table 1 is entitled "Creating and Designing a Distance

Education Program".

Table 2 is entitled " Transforming a Residential Course into

a Distance Education Format".

Go through each table to reinforce your recently acquired

competency in designing a DE program in medicine.

16
Table 1. Creating and Designing a Distance Education Program.

1. Think of a course. Put a title to it.

2. Explain the rationale of the course.

2.1 Why the subject matter?

2.2 Why a distance education (DE) mode?

3. State your goals in creating and designing the course

(include intended learners).

4. Formulate terminal learning objectives of the course.

5. Outline the course content based on learning objectives

using module/unit/lesson titles (with proper sequence and
mention of prerequisites, if any).

6. Formulate teaching-learning strategies with consideration

of off-campus mode of study.

6.1 Types of media to use in instructional materials

6.2 Frequency of face-to-face interaction

6.3 Use of teleconferencing

7. Formulate methods of assessment based on learning

objectives and system of certification.

8. Determine maximum duration allowed students for

completion of course beyond which a "drop" is considered.

9. Determine methods of delivery of instructional materials

and students' outputs.

10. Determine number of students to be included in the course

at any point in time.

11. Determine timetable.

11.1 Completion of instructional materials.

11.2 Developmental testing

11.3 Start of accepting students

17
12. Determine budget.

12.1 Instructional materials

12.2 Manpower

13. Detemine registration dates.

13.1 Following official school calendar

13.2 As students come

14. Determine registration and matriculation fees to cover

14.1 Instructional materials

14.2 Delivery costs of instructional materials

14.3 Transportation of faculty for face-to-face meeting

with students

Table 2. Transforming a Residential Course into a

Distance Education Format

1. Take hold of an established residential course. Study

it, especially the learning objectives and the content.

2. Determine the benefits that can be derived from

transforming it into a distance education format.

3. Look for potential problems and difficulties that may be

encountered during and after the transformation.

4. Decide whether to transform it or not.

5. If the decision is to transform, start doing it. Make a

plan. Follow the steps outlined in "Creating and
Designing a Distance Education Program." Preserve the
original learning objectives and content of the course.
Formulate learning strategies and methods of assessment
in consideration of the off-campus situation.

18
Critiquing a Distance Education Program Proposal

Critiquing and being critiqued then improving thereafter are

ways of reinforcing learning.

Thus, to reinforce your learning on how to design a DE

program, I shall provide you with opportunities to critique DE
program proposals. I leave it up to you to have the design you
just made critiqued by other people then making improvements
thereafter.

In the next few pages, you will see two proposals for a DE
program in medicine. One proposal is entitled "Distance
Education in Medicine". The other proposal is "Head and Neck
Surgical Oncology Fellowship".

Critique these two proposals. You can use the general

guidelines that I have given you earlier or you can use the
checklist below. Whichever you will use, feel free to add and to
delete criteria for critiquing as you deem best for your own
learning. In this critiquing exercise, demonstrate to me
whatever competency you have acquired in designing a DE program
in medicine.

Please submit a copy each of your two critique papers. I

will use them for my evaluation of your learning. Thanks.

19
Some Guidelines in Critiquing a Distance Education Program
Proposal:

Items Guidelines in Critiquing

Course title Appropriate?

Course being proposed In demand?

Distance education mode Justified?

Learning objectives Clear?

Realistic?

Learning content Clear?

Appropriate?
Proper sequence?

Teaching-learning strategies Clear?

Congruent with learning objectives?
Realistic?

Assessment of learning Clear?

Congruent with learning objectives?
Realistic?

Administrative plan Clear?

Comprehensive?
Realistic?

20
 PROPOSAL 1

1. Course Title:

Distance Education for Medical Educators

(An Off-campus Study)

2. Rationale:

2.1 Why the subject - distance education (DE)?

2.1.1. DE is a trend.

2.1.2 A lot of medical educators are not familiar

with DE.

2.1.3. Usefulness of DE.

2.2 Why the DE mode?

Constraint of place, time, and responsibilities

for medical educators, especially those
simultaneously practicing their medical profession

3. Educational Planner's Goals:

3.1 Goals

3.1.1 To inform/convince

3.1.2 To instruct

3.2 Intended learners

3.2.1 Medical educators

4. Terminal Learning Objectives:

At the end of the course, the learner should be able

to:

1. Explain the concept of distance education.

2. Identify in which of the four components of distance

education curriculum (objectives, content,
activities, and assessment) will planning and
implementation be most challenging to the medical
educators who are not used to DE.

21
 3. Identify the usefulness of distance education in
medicine for the students, the teachers, the
teaching institutions or organizations, and the
public health administrators.

4. Design a distance education program in medicine.

5. Write a distance education lesson in medicine.

6. Make a distance education lesson in medicine using

any nonprint medium (videotapes, computers, etc.).

5. Course Outline:

Module 1. Distance Education in Medicine

Module 2. How to Design a Distance Education Program in

Medicine

(Prerequisite: Module 1)

Module 3. How to Write a Distance Education Lesson in

Medicine

(Prerequisites: Modules 1 and 2)

Module 4. How to Make a Distance Education Lesson in

Medicine Using A Nonprint Medium

(Prerequisites: Modules 1, 2, and 3)

6. Teaching-Learning Strategies:

6.1 Types of media to use in instructional materials

Module 1 - Print medium

Module 2 - Print medium
Module 3 - Print medium
Module 4 - Print and nonprint media

6.2 Frequency of face-to-face interaction

Needed in Module 4

Frequency to be mutually decided by teacher and

students
(A strong factor in decision-making is the type
of nonprint media to be used in the lesson or
project.)

22
 6.3 Use of teleconferencing

No need for Modules 1 to 3 except for showing an

example of teleconferencing in Module 1

May be needed in Module 4 especially if a group of

students can be gathered
to show teleconferencing as an example of
nonprint medium in distance education
to learn other nonprint media through the
teleconference.

The use of teleconferencing will be dependent on

availability and affordability of facilities to
be used.

7. Assessment of Students' Learning:

7.1 Methods of assessment

Objectives Assessment Methods

1, 2, and 3 Written examination

4, 5, and 6 Projects

7.2 System of certification (Certificate on Distance

Education for Medical Educators)

Assessment Method System of Certification

Pass Grade

Written examination 70% and above

Project Satisfactory for each

project based on a
checklist

7.3 Remedials will be provided (to be determined by

teacher).

8. Duration of Course and "Drop" Point:

8.1 "Drop" Point: 3 years

8.2 Duration of course

8.2.1 Depending on the student, the course can

be completed at any soonest time possible.

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 8.2.2 Estimated time of completion of module

Module Duration

1 2 weeks

2 4 weeks

3 3 months

4 6 months

9. Methods of Delivery of Instructional Materials and

Students' Output:

9.1 By post

9.2 By hand

10. Number of Students:

Any number
but depending on availability of instructional
materials and teacher for face-to-face interaction
especially for Module 4.

11. Timetable:

11.1 Instructional Materials

Module Timetable Developmental Testing

1 May, 1995 July, 1995

2 August, 1995 September, 1995

3 October, 1995 Nov - Dec, 1995

4 Jan-June, 1995 July - Oct, 1996

11.2 Developmental Testing

See 11.1

11.3 Start of Accepting Students

January, 1997

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12. Budget:

Instructional Materials P 50,000

Manpower P 100,000

13. Registration Date:

As students come.

14. Registration and Matriculation Fees:

To be estimated.

25
 PROPOSAL 2

1. Course Title:

Head and Neck Surgical Oncology Fellowship

(An Off-campus Study)

Description of the Course:

A structured, problem-based, competency-based, and self-

directed training program in head and neck surgical oncology
for general surgeons working in the Department of Health's
regional hospitals using a distance education mode.

2. Rationale:

In the Philippines, especially in the provinces and in the

Department of Health's regional hospitals, there is a lack of
general surgeons who are well-versed in the management of
patients with head and neck tumors.

The Division of Head and Neck, Breast, Esophagus, and Soft

Tissue Surgery (GSI Division) of the Department of Surgery of
the Philippine General Hospital (PGH) started its in-campus
Head and Neck Surgical Oncology Fellowship program in 1990.
The fellowship is for one year and it accepts only one fellow
a year. As of 1994, it has produced four graduates. These
graduates are now practicing in the following areas or
hospitals:

1. FDTM - Manila Central University Hospital

2. Davao City
3. Cagayan de Oro
4. Philippine General Hospital

To accelerate the production of head and neck surgical

oncologists in the country, particularly in the Department of
Health's (DOH) regional hospitals, an off-campus program is
thought of to supplement the in-house PGH program. The
following serve as bases for the recommendation of an off-
campus program:

1. The in-house PGH program can accommodate only one

fellow per year considering the limited number of
its head and neck tumor cases.

2. The DOH regional hospitals have enough head and neck

tumor cases as learning resources. What is needed
is a formal training program.

26
 3. The DOH regional hospitals usually lack general
surgeons well-versed in the management of patients
with head and neck tumors. A general surgeon
working in a DOH regional hospital who wants to
train in head and neck surgical oncology cannot
easily leave his place of work because of manpower
and logistic constraints, among other things.

4. An off-campus program can accelerate the production

of head and neck surgical oncologists because

4.1 it is an additional program and

4.2 several off-campus programs can proceed
simultaneously.

It is projected that if three graduates are produced every

2 years, then in 8 years, 12 graduated will be available to
man allthe DOH regional hospitals.

3. Educational Planner's Goals:

3.1 Goals

3.1.1 To accelerate the production of head and neck

surgical oncologists in the country, particularly
in DOH regional hospitals.

3.1.2 To equip all DOH regional hospitals with head and

neck surgical oncologists in the soonest time
possible.

3.2 Intended Learners

General surgeons working in DOH regional hospitals

4. Terminal Learning Objectives:

At the end of the course, the graduate must be able to:

4.1 Manage effectively, efficiently, and compassionately all

patients with head and neck tumors.

4.2 Conduct public health education on head and neck

cancers.

4.3 Conduct researches on head and neck cancers.

4.4 Teach medical colleagues on how to manage patients with

head and neck tumors.

27
5. Course Outline:

Convert in-campus head and neck surgical oncology fellowship

into distance education mode of teaching and learning,
using self-instructional programs, teleconferences, and
intermittent face-to-face interaction (quarterly or every 2
months).

See curriculum of in-campus head and neck surgical oncology

fellowship program.

Modules:

1. Head and Neck Surgical Oncologist To Be

2. Management of a Patient
3. Management of a Cancer Patient
4. Management of Head and Neck Tumors
5. Pathophysiology of Head and Neck Tumors
6. Clinical Diagnosis of Head and Neck Tumors
7. Paraclinical Diagnosis of Head and Neck Tumors
8. Treatment of Head and Neck Tumors
9. Rehabilitation of Patients with Head and Neck Tumors
10. Prognostication of Patients with Head and Neck
Tumors
11. Public Health Education on Head and Neck Tumors and
Cancers
12. Research on Head and Neck Tumors
13. Instructional Design

6. Teaching-Learning Strategies:

6.1 Instructional materials

6.2 Teleconferencing
6.3 Face-to-face interactions

7. Assessment of Student's Learning:

7.1 Face-to-face interaction
7.2 Reports/Projects
7.3 Written examinations
7.4 Practical examinations

8. Duration of Course and "Drop" Point:

Minimum of 2 years and maximum of 4 years

depending on time of completion of requirements for
graduation:

- distance education modules

- prescribed number of operations/procedures
- research paper
- evaluation

28
9. Methods of Delivery of Instructional Materials and Students'
Output:

9.1 By post
9.2 By hand

10. Number of Students:

2-3 at a time

11. Timetable:

11.1 Instructional Materials

11.2 Developmental Testing

11.3 Start of Accepting Students

January 1998

12. Budget:

Instructional Materials

Manpower

12. Registration Date:

November of each year

Program starts on January of each year

13. Registration and Matriculation Fees:

For cost of instructional materials and others

29
RESUME HERE AFTER YOUR CRITIQUING ACTIVITY

Summative Evaluation

In the first part of this self-study program, you were given

a tutorial on how to design a DE program in medicine.

In the second part, you were given two proposals of a DE

program in medicine to critique.

After the abovementioned activities, I am confident that you

have learned much about designing a DE program in medicine, isn't
it?

It is now time for a summative evaluation.

1. Get hold of the design you made during the tutorial.

2. Review and revise it as much and as many times as

you want to come out with a formal proposal.

As to the format of writing your proposal, you can

use that of the proposals you have just critiqued.

3. Submit two (2) typewritten copies of your DE program

in medicine proposal.

4. I will give you a feedback on your submitted design.

I shall use the critique guidelines given in this
self-study program for certification purpose.

5. If in case I ask you to resubmit a revised or

improved proposal, that is tantamount to saying that
what you submitted was not satisfactory and you are
being asked to do a remedial to improve.

The most important objective or outcome of this self-study

program is that you must be able to design a DE program in
medicine. So, try your very best to demonstrate your capability
through the formal proposal of a DE program in medicine that you
will submit to me.

30
 STUDENT'S ASSESSMENT OF THE SELF-STUDY PROGRAM

Name ___________________________________________ Date ___________

PROGRAM: ________________________________________________________
AUTHOR: _________________________________________________________

INSTRUCTIONS: Please assess the program through the following

statements. Use the key below:

KEY : 5 = Strongly Agree

4 = Agree
3 = Uncertain
2 = Disagree
1 = Strongly disagree

1. The objectives were clear. 5 4 3 2 1

2. The objectives were "must knows." 5 4 3 2 1

3. The objectives were too heavy. 5 4 3 2 1

4. The content was appropriate based on 5 4 3 2 1

the stated objectives.
5. The content was adequate based on 5 4 3 2 1
the stated objectives.
6. The content was clear. 5 4 3 2 1

7. The content was presented in logical 5 4 3 2 1

sequence.
8. The learning activities were 5 4 3 2 1
appropriate based on the objectives.
9. The learning activities were 5 4 3 2 1
effective in facilitating learning.
10. The summative assessment was appropriate. 5 4 3 2 1

INSTRUCTIONS: Please answer seriously. Use back page if needed.

Were there any parts, concepts, or words that you found

particularly difficult or not well explained? If there were,
please give details.

Any suggestions on what might have helped you in this instruction?

Any suggestions to improve the self-study program?

31
 LIST OF PAPERS TO SUBMIT

Stock Knowledge Test

Two (2) critique papers on the DE program proposals, namely:

1. Distance Education in Medicine

2. Head and Neck Surgical Oncology Fellowship

Your formal proposal of a DE program in medicine (YOUR DESIGN)

Student's Assessment of Self-Study Program

Deadline for Submission: ________________________________________

Note: You can only proceed to the next self-study program after
you have submitted all of the above and have satisfactorily
passed the summative evaluation. Remedials may be given if
you don't pass the summative evaluation.

Reynaldo O. Joson, MD, MHA, MHPEd

32
Recommended Follow-up:

After the three major learning activities you just

undertook, namely: step by step tutorial on designing,
critiquing, and actual designing, I am confident you know already
how to design a distance education program in medicine. From
hereon, you can start developing the program you just designed.

An important activity during the development phase of the

program is the construction of instructional materials. Between
constructing print and nonprint instructional materials, the
former will be more frequently utilized because of ease,
flexibility, and lower costs. For this reason, I suggest that
you first start learning how to prepare instructional materials
using the print medium. I will refer you to a self-study program
entitled "How to Write a Distance Education Lesson in Medicine"
written by yours truly.

I hope you continue on after you have learned to design a

distance education program in medicine. Remember, to obtain
proficiency in distance education in medicine, you should
accomplish at least the following modules:

1. Distance Education in Medicine

(which you have accomplished before this module)

2. How to Design a Distance Education Program in

Medicine
(which you have just accomplished)

3. How to Write a Distance Education Lesson in Medicine

4. How to Make a Distance Education Lesson Using a

Nonprint Medium

There are only two modules left before you attain

proficiency in distance education in medicine.

33