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The curriculumin academic medicine is defined by writing effective Learning objectives (LO). LO iselaborated based on perceptions of unbiased written aspects,of course, the rationale in statements is explained and tested through the completion of educational activity. These are the foundations for defining the outcomes in building up strong educational policieswhich are instructionalaligned through predefined effective curriculum courseswith added mapped outcomes. This letter provides the ongoing aspect of the development of Homoeopathic education in India regulated by the National Commission for Homoeopathy for the subject course of Advance Teaching of Fundamentals of Homoeopathy (ATFH). The essential components for the ATFHsubject course with LO and outcome assessment is been discussed and would provide a new arena of academic research in building up rationale in the programed [Doctor of Homoeopathy(MD,(Hom).

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CONTEXT: Teaching methods in pathology for undergraduate medical students are not effective. AIMS: To document measures that can be adopted by individual teachers that can excite the interest, participation of the students and help them learn pathology in a clinical reasoning context. SETTINGS AND DESIGN: Medical students in a large international medical school with class sizes of 700-900 were taught the pathology course in a period of sixteen weeks for two cohorts of students each year over a period of twenty years. SUBJECTS AND METHODS: Specific learning objectives were devised to achieve higher levels of cognitive domain including interpretation, analysis and problem solving of clinical data of patients related to the objectives. The teaching sessions were modified to provide for maximum active participation by students with effective feedback at multiple points. Additional learning tools like concept maps, clickers, modified essay questions, flipped classrooms, clinicopathological conferences, directed self-learning activities were included. Learning objectives and assessment tools for professional behavior and communication skills were included. RESULTS: The students actively participated in all the learning activities with enthusiasm and achieved the objectives as reflected in the performance in the in-house examinations and the USMLE step one examination which tests clinical vignette-based problem-solving principles of which around 70% are related to pathology. CONCLUSIONS: The teaching sessions in pathology were useful and effective with adaptation to interactive, clinical reasoning platforms for teaching and assessment.

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Medical education programs in the United States or Canada comply with the Liaison Committee on medical education standards to ensure their graduates provide proficient medical care. One standard includes student development as a lifelong learner. The competency of lifelong learning is developed through self-directed activities such as students evaluating their learning objectives and resources without external help.Quick response (QR) codes were the technological tools introduced in a traditional medical institution to enhance students' self-directed initiative to tap resources. Relevant lecture objectives and other information such as supplemental discipline content, reading assignments and web-based link resources were embedded into codes and 'pasted' onto all pages of their course PDF handouts. It was anticipated that most students had access to smart phones to conveniently scan the codes and retrieve the information.However, an in-class survey conducted showed that only 30% of the students found the QR codes useful. Further questioning revealed that some students just didn't know how to use the codes or didn't think the information embedded was worth the effort to decrypt. Although students were tech-savvy in the social and entertainment realms, they were not adept in the use of technology for educational purposes.QR codes presented several theoretical, pedagogical advantages to enhance experiential and self-directed learning. However, implementation among students, in a traditional classroom, required prior instructions on usage. Student feedback was also imperative when introducing novel, innovative tools like QR codes.

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Esta investigación tiene como propósito realizar un análisis crítico de los objetivos de aprendizaje de las bases curriculares y de los indicadores de evaluación sugerido en los programas de estudio, de primer a sexto año básico de la asignatura Educación Física y Salud. La metodología respondió al paradigma fenomenológico hermenéutico y ocho son los documentos oficiales estudiados del Ministerio de Educación.Los resultados manifiestan tres dimensiones emergentes, que hacen referencia a 1) ambigüedad en torno a los objetivos de aprendizajes; 2) ausencia de progresión en objetivos de aprendizaje e indicadores de evaluación sugeridos; 3) incoherencia taxonómica entre objetivos de aprendizaje e indicadores de evaluación sugeridos. Finalmente se concluye que las problemáticas detectadas afectan directamente a los docentes en su quehacer pedagógico.

This research aims to make a critical analysis of the learning objectives of the curriculum bases and assessment indicators suggested curriculum first to sixth primary subject of Physical Education and Health. The methodology phenomenological hermeneutical paradigm responded to eight official documents studied by the Ministry of Education.The results show three emerging dimensions that refer to 1) ambiguity about the objectives of learning; 2) absence of progression in learning objectives and evaluation indicators suggested; 3) taxonomic inconsistency between learning objectives and evaluation indicators suggested. Finally it is concluded that the problems detected affect directly teachers in their pedagogical.

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