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MINISTRY OF
HEALTH
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SOCIALIST
REPUBLIC OF VIETNAM
Independence – Freedom – Happiness
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No. 4627/QD-BYT
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Hanoi, November
6, 2020
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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)
8
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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