This project (2018-1-ES01-KA203-050606) has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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Educational Material

Unit 12 - Contemporary Medicine:The Role Model of Physicians as Medical Humanists The Case of Grigore T. Popa


1.2 Learning Objectives
The learning objectives of this unit focus on the description of what the learner must be able to do upon completion of this educational activity. The learning objectives outline the knowledge, skills and/or attitudes learners gain from this educational activity, and also specify the measurable way in which performance and change could be gauged. As many of the learning objectives of medical courses available on the internet are based on Bloom’s taxonomy (1956), the authors of the unit find it very helpful to rely on this model when designing the specific learning objectives for the cognitive (knowing), psychomotor (doing), and affective (attitude) domains. Many of the modern medical school curricula focus mainly on the cognitive domain, which Bloom categorized into 6 levels, ranging from simple recall or recognition of facts (knowledge), through increasingly more complex and abstract mental levels, to the highest order (evaluation).

To make the learning objectives more effective, the following 5 elements are included: who, will do, how much or how well, of what, by when. The mnemonic SMART (Specific, Measurable, Attainable, Relevant, and Time-bound) is used to describe the elements of each learning objective. Here are some examples of action verbs that represent each of the six cognitive levels, from lowest to highest, which we have used:
  • Knowledge: define, list, name, order, recognize, recall, label
  • Comprehension: classify, describe, discuss, explain, identify, locate, report, review
  • Application: apply, choose, demonstrate, illustrate, practice, solve, use
  • Analysis: analyze, appraise, calculate, compare/contrast, differentiate, diagram
  • Synthesis: arrange, assemble, construct, design, formulate, prepare, write
  • Evaluation: assess, argue, judge, predict, rate, evaluate, score, choose

One example of a possible generic SMART objective for this unit is: “Upon completion of this unit, participants should be able to appreciate the importance of reputed Romanian physicians such as Grigore T. Popa for the development of medicine worldwide.“

Learning sub-objectives

Participants have to be able to:
  • Recognize and list at least 5 self-chosen difficulties and challenges identified in the case study, the reading and the filmed testimonial;
  • Describe and report solutions to these challenges based on both the available resources and on personal medical practice/research;
  • Analyse own work context, choose one main challenge and propose a solution;
  • Appraise the current status of grigore t.popa’s scientific discoveries in various medical sub-fields as seen in their own medical institution and formulate a short critical overview of the challenges identified, if any;
  • Predict likely solutions to potential problems for the next 5 years in relation to the issues mentioned in (d).

As detailed in medical literature (kirkpatrick, 1998; barr et al., 2000), other generic learning objectives of this unit are:
  • Encourage learners’ participation and motivation for learning;
  • Contribute to changing participants’ attitudes or any bias towards the medical progress generated by reputed romanian physicians (see the youtube links for a learning object focusing on both testimonials of relatives or disciples whom popa inspired, and on reviews of his literary work which dwell on the life philosophy that helps a doctor in his career);
  • Contribute to changing learners’ behaviour so as to ensure ready transfer of what they have acquired to the (medical) workplace;
  • Stimulate participants’ proactive attitude with a view to formulating practical solutions to the needs highlighted in the reading/case scenario/youtube links or identified by participants in their own life or in medical institutions;
  • Differentiate among new concepts according to which medicine has evolved in time due to the contribution (including procedures and principles) of romanian physicians;
  • Exercise and practise social skills, cognitive thinking and problem-solving skills as assets for a medical doctor via the reading/case scenario/youtube testimonials;
  • Stimulate a positive attitude to change in organizational practice for healthcare institutions and highlight mistakes to be avoided (with a focus on equal opportunity policies to avoid discrimination of outstanding professionals based on employers’ ideology or perpetuated by a totalitarian state, as was the case of the romanian communist regime which persecuted grigore t. Popa and many others);
  • Identify positive role models and good medical practices of the predecessors that are beneficial to patients and their well-being (mobilities abroad, continuing professional development etc.)

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