DECISION

CLINICAL TEACHING-LEARNING METHOD ENHANCEMENT PROGRAM FOR PRACTICE LECTURERS IN HEALTHCARE TRAINING

MINISTER OF HEALTH

Pursuant to Decree No. 75/2017/ND-CP dated June 20, 2017 of the Government on functions, tasks, powers, and organizational structure of the Ministry of Health;

Pursuant to Decree No. 111/2017/ND-CP dated October 5, 2017 of the Government on organizing practical training in healthcare training;

Pursuant to Circular No. 11/2019/TT-BYT dated June 17, 2019 of Minister of Health on enhancing clinical teaching-learning methods for practice lecturers in healthcare training;

Pursuant to Minutes of the Meeting of “Board for appraisal of Clinical teaching-learning method enhancement program for practice lecturers in healthcare training” according to Decision No. 150/QD-K2DT dated September 18, 2020 of Director General of Administration of Science Technology and Training held on October 1, 2020;

At request of Director General of Administration of Science Technology and Training,

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Article 1. Clinical teaching-learning method enhancement program for practice lecturers in healthcare training is attached to this Decision.

Article 2. This Decision comes into effect from the day of signing.

Article 3. Chiefs of Ministry Offices, Director General of Administration of Science Technology and Training, Director of Department of Planning and Finance, and heads of relevant entities are responsible for implementation of this Decision./.

PP. MINISTER
DEPUTY MINISTER




Tran Van Tuan

PROGRAM

FOR ENHANCING CLINICAL TEACHING-LEARNING METHOD FOR PRACTICE LECTURERS IN HEALTHCARE TRAINING

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Clinical teaching-learning method enhancement program for practice lecturers in healthcare training

1.2 Training course introduction

The Clinical teaching-learning method enhancement program (hereinafter referred to as “Program”) is developed and issued in order to implement Circular No. 11/2019/TT-BYT on enhancing clinical teaching-learning method for practice lecturers in healthcare training. This Circular elaborates to implementation of Decree No. 111/2017/ND-CP dated October 5, 2017 of the Government on organizing practical training in healthcare training.

Clinical practice is essential in healthcare training and only effective clinical teaching-learning helps learners achieve behavior and attitude capacities which are particularly important and decisive characteristics for practice capability of medical professionals.  However, practical teaching in healthcare training has been underperforming in recent years.   Practical teaching-learning organizations suffer a multitude of drawbacks while clinical practice accounts for a considerable portion of healthcare training programs.  One of the reasons is the limited teaching-learning methods of “teachers”, particularly clinical practical teaching-learning method.   Despite infiltration of education and training renovation regarding healthcare training in Vietnam in the late 1980s, the majority of teacher enhancement programs nowadays generally prioritize training “teaching” method without paying adequate attention to developing “learning” capacity for learners.   Several medical education establishments still prioritize theoretical lessons without enabling teachers to practice in order to achieve effective learning-teaching capacity. 

Healthcare education in Vietnam has undergone renovations and creativity to achieve higher effectiveness yet the effect is inconsistent nationwide. Ministry of Health determines capacity-based training orientation is the inevitable trend in training adequate personnel to meet general healthcare demands. This orientation requires practical teaching staff to obtain appropriate approach in addition to specialized knowledge; be capable of organizing teaching-learning, supervise learning, assess clinical practice results, pay attention to assistance for developing “learning” capability for learners and maximize cooperation between teachers and learners to achieve specific capacities. 

The Program is employed in training, enhancing and educating clinical teaching-learning methods for all medical professionals directly participating in medical examination and treatment of education institutions and medical facilities and capable of participating in clinical teaching-learning processes as practical teachers.

1.3 Program structure

The Program consists of 40 periods with 10 theory periods and 30 practice periods.

The Program follows a defined framework with core contents which must be achieved in a training and enhancement course for clinical teaching-learning methods for practical teachers in healthcare sector and serve as the basis for participation in clinical practice teaching. 

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2.1 General objectives

After completing training courses, participants are capable of providing clinical practical teaching in their specialties at medical examination and treatment establishments accredited as practice facilities of healthcare training establishments.

2.2 Specific objectives

a) Knowledge

1) Being able to present definition, characteristics and importance of clinical teaching-learning, objective-based teaching-learning and capacity-based teaching-learning; forms of clinical teaching-learning with and without patient’s participation.

2) Being able to present definition and methods of developing learning objectives;

3) Being able to describe characteristics, methods and benefits of 10 clinical teaching-learning methods with active participation of learners.

4) Being able to present 6 essential skills of clinical practice teaching.

5) Being able to present definition, characteristics, organization and implementation of clinical evaluation and supervision of clinical practice.

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b) Skills

1) Being able to specify learning objectives and core contents in a clinical teaching-learning lecture.

2) Being able to execute skills that assist learners in learning practice clinically.

3) Being able to choose and employ teaching-learning methods suitable for practice contents with active participation of learners in clinical teaching-learning.

4) Being able to develop plans and prepare materials for a clinical teaching-learning lecture.

5) Being able to develop plans for supervising clinical learning.

6) Being able to perform 1 hour of clinical teaching-learning.

c) Attitude

1) Being able to display compliance with specialized principles and regulations in clinical teaching and occupation affairs.

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3) Being able to display respect and proper behavior in communicating with learners, co-workers, patients and patients’ families under all circumstances.

3. EDUCATION BENEFICIARIES

Full-time lecturers, part-time lecturers and medical professionals directly participating in teaching/guiding clinical practice at medical examination and treatment establishments accredited as practice facilities of healthcare training establishments.

4. TRAINING CONTENTS

4.1. General programs

No.

Title

Number of periods

Total

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Practice

1

Overview on clinical teaching-learning, objective-based teaching-learning, capacity teaching-learning and quality control of clinical teaching-learning

3

3

0

2

Definition and methods of developing learning objectives

5

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4

3

Clinical teaching-learning methods with and without participation of patients

12

3

9

4

Necessary skills of practice teachers

4

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3

5

Evaluation in clinical teaching-learning

4

1

3

6

Development of clinical teaching-learning lessons and supervision of clinical practice

4

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3

7

Final evaluation: Experimental lecture by group

8

0

8

Total

40

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30

4.2 Specific programs

No.

Title

Objectives

Number of periods

Total

Theory

Practice

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Overview on clinical teaching-learning, objective-based teaching-learning, capacity teaching-learning and quality control of clinical teaching-learning

1. Being able to present basic contents of Circular No. 11/2019/TT-BYT and the role of clinical teaching-learning in healthcare education

2. Being able to present definition, characteristics, purposes, contents, conditions, advantages, disadvantages and current conditions of clinical teaching-learning in healthcare sector

3. Being able to describe 6 forms, advantages, disadvantages and process of clinical teaching-learning with participation of patients (Annex 1)

4. Being able to describe 7 forms, advantages, disadvantages and process of clinical teaching-learning without participation of patients (Annex 1)

5. Being able to analyze 5 characteristics, 3 learning principles of adults and application in clinical teaching-learning

6. Being able to present definition, characteristics and procedures of objective-based teaching-learning and capacity-based teaching-learning

7. Being able to acknowledge the importance of objective-based and capacity-based clinical teaching-learning

8. Being able to present 5 fundamental factors to guarantee quality of clinical teaching-learning and perform quality assurance in clinical teaching-learning in healthcare sector

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3

0

2

Definition and methods of developing learning objectives

1. Being able to present definition and importance of learning objectives and objective-based clinical teaching-learning

2. Being able to describe 3 fields, 3 levels, 4 components and 5 standards of learning objectives.

3. Being able to identify objectives of clinical practice according to 5 standards of learning objectives.

4. Being able to choose core contents suitable with objectives of clinical teaching-learning lesson

5. Being able to display the correct awareness of importance of objective-based clinical teaching-learning by identifying and publicizing learning objectives to learners prior to each clinical lecture

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1

4

- Class exercise 1 in group: Each group selects one clinical lecture and education beneficiary, identifies practice objectives and core contents, provides presentation on class and gives feedback.

- Personal homework 1: Choose a clinical lecture, specify practice objectives and core contents for clinical teaching-learning lessons (teacher gives score on a scale from 1 to 10).

3

Clinical teaching-learning methods with and without participation of patients

1. Being able to describe characteristics, methods of implementation, and benefits of 7 clinical teaching-learning methods without patients’ participation and 3 clinical teaching-learning methods with patients’ participation (Annex 2)

2. Being able to utilize 7 clinical teaching-learning methods without patients’ participation and 3 clinical teaching-learning methods with patients’ participation

3. Being able to display decency and safety for patients in clinical teaching-learning

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3

9

- Class exercise 2 in group: Develop teaching-learning materials for exercise 1 (Situation exercises and teaching-learning procedural schedules)

- Personal homework 2 (continued): Choose appropriate teaching-learning methods for clinical teaching-learning lesson (Maximum 10 score)

4

Necessary skills of practice teachers

1. Being able to describe 6 essential skills of clinical practice instructors/guides (Annex 3)

2. Being able to use 6 essential skills for clinical teaching-learning

3. Being able to display professionalism in clinical teaching-learning by executing 6 essential skills of practice teachers

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1

3

5

Evaluation in clinical teaching-learning

1. Being able to specify definition and importance of clinical evaluation; advantages and disadvantages of clinical evaluation methods

2. Being able to present methods of developing evaluation tools for clinical teaching-learning lessons

3. Being able to choose appropriate evaluation methods for clinical teaching-learning lessons

4. Being able to develop evaluation tools for clinical teaching-learning lessons

5. Choosing and employing the correct evaluation tools and methods will help assess clinical practice capacity of learners

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1

3

- Class exercise 3 in group (continued): Develop evaluation tools for selected clinical teaching-learning lessons, give presentation and provide feedback

- Personal homework 3 (continued): Develop evaluation tools for clinical teaching-learning lessons (maximum 10 scores)

6

Development of clinical teaching-learning lessons and supervision of clinical practice

1. Being able to present components of a clinical teaching-learning lecture and how to write each component

2. Being able to develop clinical teaching-learning lessons and plans for supervising clinical learning

3. Being able to display strictness and guarantee feasibility of developing plans for clinical teaching-learning and supervision

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1

3

Personal exercise 4 in class and at home: Develop 2 clinical teaching-learning materials (Situation exercises and procedural schedules) and plans for clinical supervision with assistance of teachers and teaching assistants (maximum 10 scores)

7

Final evaluation

Experiment lecture in group (Give scores for the whole group)

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0

8

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Total

40

10

30

5. TEACHING-LEARNING MATERIALS

5.1. Learning materials

Textbook on clinical teaching-learning methods is prepared by entities assigned to provide lectures in “Training of trainers (TOT) – national lecturers on clinical teaching-learning methods” corresponding with Program for clinical teaching-learning methods for practice learners in healthcare sector.

5.2. Reference documents

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2) Tran Diep Tuan, Chau Ngoc Hoa, Vu Minh Phuc, Pham Thi Minh Hong, Nguyen Duc Khanh, Nguyen An Nghia and associates (2020), “Giảng dạy và lượng giá lâm sàng dựa trên năng lực” (Capacity-based teaching and clinical evaluation), Medical Publishing House, 218 pages

3) Le Thu Hoa, Nguyen Van Tuong (2016), “Phương pháp dạy-học lâm sàng” (Clinical teaching-learning methods (for training classes for clinical teaching-learning methods in the medical field)), Medical Publishing House, 206 pages.

4) Pham Van Thuc, Nguyen Ngoc Sang, Nguyen Thi Dung and associates (2012), “Phương pháp dạy-học lâm sàng” (Clinical teaching-learning methods). Hanoi Medical Publishing House.

5) Relevant guiding and reference documents issued by Ministry of Health.

6. TEACHING-LEARNING METHODS

- Short presentation, illustrated presentation and self-research

- Major and minor group discussions

- Group works in class

- Lecturers provide examples and learners practice clinical teaching-learning in class

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- Experimental lecture and final analysis, commentary

7. EQUIPMENT AND MATERIALS SERVING THE COURSE

1) White board, markers and flip charts

2) A0 paper, markers, white and colored A4 paper

3) Computers connecting with projectors + projection screens

4) Wi-Fi connection.

5) Adequately large rooms, flexible seating options for group work (or multiple smaller rooms for group discussion) for number of participants.

Equipment and systems that encourage learners’ participation via clickers or interactive applications are recommended

6) Models, hospital beds

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8. STANDARDS, NUMBER OF LECTURERS AND TEACHING ASSISTANTS

1) Having at least university degrees specialized in healthcare.

2) Experienced in teaching clinically in healthcare for at least 5 years (up to the date of working as lecturers for clinical teaching-learning method enhancement programs for practice learners). 

3) Having Pedagogy certificates

4) Having any of following certificates/degrees:

ü Basic medical pedagogy certificate or Medical pedagogy methodology certificate which includes adequate period and contents regarding clinical teaching-learning methods.

ü Training of trainer certificate for clinical teaching-learning methods

ü Documents verifying seniority in teaching University teaching methodology in healthcare training establishments of at least 5 years up to the date of working as lecturers for clinical teaching-learning method enhancement programs for practice learners).

9. GUIDELINES FOR PROGRAM IMPLEMENTATION

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Facilities hosting the training course and issuing “Clinical teaching-learning methods for practice teachers in healthcare education” certificate are healthcare universities/colleges/hospitals experienced in organizing training, satisfying training organization conditions and having at least 3full-time lecturers meeting the requirements specified under Section 8 of the Program. 

Facilities shall be accredited to provide training of trainers regarding clinical teaching-learning methods upon satisfying requirements for organizing courses for training and enhancing “Clinical teaching-learning methods for practice teachers in healthcare education” and being assigned by the Ministry of Health to perform this task.

9.2 Location, time of training and organization for implementation

Training and enhancement courses must be hosted at facilities eligible in terms of facilities and teaching-learning equipment specified in Section 7 of the Program.

Time: 40 periods shall be separated into 10 sessions (8 learning sessions and 2 experimental lecture sessions in group), each session lasts 4 periods, and each period lasts 50 minutes.

Lecture schedules shall be arranged for 10 sessions continuously or separated into 2 or 3 series depending on practical conditions but shall last no longer than 8 weeks.  Lecture schedules must include lesson title/training contents in the Program.

9.3 Training methods:

- Training and enhancement courses must be organized online.

- Number of learners: From 15-35 learners/training course; learners shall be divided into groups of 5-7 learners.  Each course shall elect 1 class president and create 1 mutual email address for the whole class to exchange information, exercises or handouts.

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10. ASSESSMENT AND ISSUANCE OF TRAINING CERTIFICATES

10.1. Regular evaluation

Regular evaluation is conducted via following activities:

- Attendance assessment: absence no more than 10% of the course duration (equivalent to 4 periods).

- Scores of 4 personal exercises must be at least 6/10 to be considered “DẠT” (qualified) (in case of unqualified, learners shall redo the exercises or retake the course if they are unqualified twice) 

- Assessment is made via group discussions and group works

10.2. Final evaluation

Final evaluation is made via experimental presentation in small groups (no more than 5 learners)

Lecture for 1 period of clinical teaching-learning: Score of at least 7/10 to be considered “DẠT” (qualified) (in case of unqualified, learners shall prepare, host the experimental period or retake the course if they are unqualified twice)

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- Name of certificates:

Certificate for clinical teaching-learning method enhancement for practice lecturers in healthcare training.

- Certificate requirements: A learner shall be issued with the certificate if he/she satisfies all following requirements:

- Having qualified attendance;

- Completing 4 personal exercises with average score of at least 6/10

Completing final experimental lecture with a score of at least 7/10

- Certificate value

A person issued with the Certificate for “Clinical teaching-learning method for practice lecturers in healthcare training” is eligible for teaching practice within their field of practice at medical examination and treatment establishments accredited as practice facilities of healthcare training facilities.

He/she shall be considered to have participated in 40 periods of continuous training according to Circular No. 22/2013/TT-BYT

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Certificate form shall conform to Annex of Circular No. 11/2019/TT-BYT dated June 17, 2019 of Ministry of Health.

10.4. Certificate management and quality control of enhancement courses

- Management and use of template and certificates shall conform to regulations and law.

- Training facilities shall prepare certificate management book (using form under Annex 4) and store documents on course organization and learner evaluating exercises as per the law.

SPECIFIC LECTURE SCHEDULE

(Time and lesson order are subject to changes depending on specific conditions)

Time

Content/Lesson

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Presenter

Day 1

7.30 - 8.15

Learner registration

Organizers

8.15 - 8.30

Opening ceremony

Introduction to course objectives

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Lecturers and organizers

8.30 – 11.30

Overview on clinical teaching-learning, objective-based teaching-learning, capacity teaching-learning and quality control of clinical teaching-learning.

Short presentation

Teachers and teaching assistants

13.30 – 16.30

Objective-based and capacity-based teaching-learning

Practice: objective-based and capacity-based teaching-learning

- Group work

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Illustrated presentation

Group practice

 Teachers and teaching assistants

Day 2

8.00 – 9.30

Practice: objective-based and capacity-based teaching-learning

- Group work

- Exercise 1

Group practice

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 Teachers and teaching assistants

9.30 - 11.00

Clinical teaching-learning methods with and without participation of patients

Illustrated presentation

Teachers and teaching assistants

13.30 – 16.30

Practice: Clinical teaching-learning methods without patients’ participation:

- Group work and result presentation

- Exercise 2

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Presentation of learners

Teachers and teaching assistants

Day 3

8.00 – 11.00

Practice: Clinical teaching-learning methods with patients’ participation:

- Group work and result presentation

- Exercise 2 (continued)

Group practice

Presentation of learners

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13.30 – 16.30

Necessary skills of practice teachers

- Group work and result presentation

Illustrated presentation

Group practice

Teachers and teaching assistants

Day 4

8.00 – 11.00

Clinical evaluation and assessment

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- Exercise 3

Illustrated presentation

Group practice

Teachers and teaching assistants

13.30 – 16.30

Development of clinical teaching-learning lessons and supervision of clinical practice

- Group work and result presentation

- Exercise 4

Illustrated presentation

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Teachers and teaching assistants

Day 5

8.00 – 11.00

Final evaluation, experimental lecture, lecture and commentary

Lecture consisting of teaching material presentation and clinical evaluation

Experimental lecture in group

Teachers and teaching assistants

13.30 – 16.30

Final evaluation, experimental lecture, lecture and commentary

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Experimental lecture in group

Teachers and teaching assistants

ANNEX 1

METHODS OF CLINICAL TEACHING-LEARNING

6 methods of clinical teaching-learning with patients’ participation

7 methods of clinical teaching-learning without patients’ participation

1. By hospital beds

2. Treatment and monitor of patients

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4. Medical consultation

5. Night shift

6. Operating room

1. Hospital progress meetings

2. Learner progress meetings

3. Medical operations

4. Mortality review

5. Situation exercises

6. Medical equipment and simulating models

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ANNEX 2

CLINICAL TEACHING-LEARNING METHODS WITH AND WITHOUT PARTICIPATION OF PATIENTS

7 teaching-learning methods without participation of patients

3 teaching-learning methods with participation of patients

1. Reading documents

2. Brainstorming

3. Situation exercises

4. Group discussion

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6. Role-playing exercises

7. Practicing techniques based on procedural schedules with models or learners role-playing as patients

8. Traditional by hospital beds

9. Micro-skill by hospital beds

10. Manual instruction

ANNEX 3

6 ESSENTIAL SKILLS FOR CLINICAL PRACTICE TEACHERS

Essential skills for clinical practice teachers

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2. Communicating effectively

3. Developing clinical teaching-learning materials

4. Searching information and clinical teaching-learning equipment

5. Managing and supervising learners clinically

6. Creating safe, friendly and effective learning environment

Quyết định 4627/QĐ-BYT năm 2020 về Chương trình bồi dưỡng Phương pháp dạy-học lâm sàng cho người giảng dạy thực hành trong đào tạo khối ngành sức khỏe do Bộ trưởng Bộ Y tế ban hành