Topic outline

  • General

    • Introduction

       “As teachers, what we do in the classroom cannot be separated from our attitudes about the purposes of education, the role of the teacher, ideas about the good life, and our beliefs about people as learners. More abstractly, we carry into the classroom convictions about the world, its meaning or absence of it, and our perceptions about how and why men relate to one another in specific societies and for what purposes.

      The teacher is still the most vital and vulnerable participant in the educative process; whatever happens, he will literally be “in the middle of it.” He is at once educator as well as thinker, role model, counselor, and participant; consequently, he must forever reassess what he does and why, and this is not easy. Knowing the options available to him and the rationales for them provided by the philosophies of education may help him “get it all together” so he can function and organize efficiently when he knows himself and what is possible for him.” (The Teacher and His Philosophy by John P. Marshall)

      Many of you can still probably remember all the things you and your teacher did (from elementary to high school or even in college) to increase your chance of recalling concepts, solving problems, etc. You probably employed long hours of memorization while your teacher conducted drills and other forms of repetitive exercises, all in the hope of increasing retention and recall. What were the bases for the use of these teaching and learning strategies? At present, students are being encouraged not to memorize but to construct knowledge actively. Teachers are also being told to shy away from being transmitters of knowledge and instead act as facilitators in the knowledge acquisition process. What motivated or who influenced this paradigm shift in learning and teaching?

      These are the questions that we will try to answer together in this course.

      Caveat! How you teach will surely be influenced by this course.

    • Course Information Page

      Detailed description based on revised program for MHPEd and MAHPEd.

      Schedule: TUESDAY |10:00 - 12:00 noon

      Faculty in Charge: Nemuel S. Fajutagana, MD, MHPEd (UniMaas)

    • Course Organization

    • Zoom Video Recordings Book

      Use this block to view recordings of our zoom sessions. You can playback reportings and inputs of your faculty in charge.

    • Digital Attendance Book

      Session pictures

    • HP 201B Google Workspace: Our space for instant messaging and sharing of files and updates. 

  • WEEK | Sept 5 -12 | Classical and Contemporary Philosophies

    • Unit 1:       How do I teach? Let me count the ways.

      Each of us has our own ways of teaching and reasons for doing so. Some may be comfortable using large group techniques like lectures, panel discussion, symposium, etc., while others may be experienced in doing small-group techniques like problem-based learning or small group tutorials. It is possible that several may even be into II (individualized instruction) or distance education. But before even deciding on what teaching method to use, you may have to face more difficult issues like what to teach and why?

      The above scenarios reflect what all of us in the teaching profession must grapple with all the time. Responding to these issues professionally would require a good understanding and use of educational philosophy and psychology. This is what this course is all about, the deepening your understanding of the philosophies, theories, and principles of learning that you can hang on to as you perform your multiple roles as a health professions educator.

      Before we discuss the different philosophies that have been very influential on what we teach and the way we teach, it would probably be fitting for us to first go back to our own philosophies, our own influences.

    • Paper 1: My Personal Teaching Philosophies Assignment
      Opened: Monday, 11 September 2023, 12:00 AM
      Due: Monday, 18 September 2023, 12:00 AM

      Your first set of tasks:

      NOTE: This will be submitted as Paper 1 instead.

       Share to the class your answers to the following questions:

      1. How do you make decision in terms of what to teach? Explain
      2. How do you make decision in terms of how to teach? Explain
      3. What is/are the role(s) of teachers in learning?
      4. What is/are the  role(s) of students in learning?
      5. What do you think is/are the role(s) of education?
      6. Finally, what is your Philosophy as a Teacher?

    • You have two files here. The first is a questionnaire and the second is to interpretation guide.

      Please answer the questionnaire first before opening the interpretation guide. Your answers should be added to the final version of your paper on 'My Education Philosophies.'

  • Week | September 4-8 | Classical Philosophy to Educational Philosophy Continuum| Reporting Part 1

    • Group Report Submission Portal (Sept 5 and Sept 12) Assignment
      Opened: Monday, 11 September 2023, 12:00 AM
      Due: Monday, 18 September 2023, 12:00 AM

      Please use this portal to upload your report to our LMS for sharing to other class members.

    • In preparation for the September  5 session, please take note of the groupings below (see figure 1)

        1. As a group, prepare a report on your assigned topics.
        2. The topics are organized according to the classical --> educational philosophy --> theories of learning continuum.
        3. Groups' presentations should therefore be able to discuss this continuum.
        4. Each group will have maximum of 15 minutes to present.
        5. You are free to use any only resources. Perhaps you may want to use AI to generate key ideas for your presentation. The bulk of the content of course, will have to be developed by the group.
        6. Common elements:
          1. Short historical perspective of each of the philosophies.
          2. Key principles
          3. Role of Teacher
          4. Role of Student
          5. Role of Education

  • Week| September 19 - 26| Classical Philosophy to Educational Philosophy Continuum| Reporting Part 2

    • Classical Philosophy to Educational Philosophy Continuum| Reporting Part 2

      Presentation: Set 1: Pragmatism-->Progressivism --> Cognitivism

      Presentation: Set 2: Existentialism --> Reconstructionism --> Humanism

    • The Philosophies SCORM package
      Opened: Tuesday, 12 September 2023, 1:00 PM

  • Week| September 18 - 29 | October 2 - 13 |Educational Psychology |

    Educational Psychology

    During the last three weeks, we studied the classical philosophy --> contemporary philosophy --> educational philosophy continuum. In the next six (6) weeks, we will study in detail the different theories of learning. This would mean going back to some of the educational 'isms' that influenced the why and how of teaching in the 20th century. These learning theories will continue to guide our pedagogy this 21st century.

    • Preparation for the next set of reporting: September 18 - 26 | October 3 | 

      One more time, more detailed:

      REPORTING: September 26

      Behaviorism: Amodia & Batario |

      Key topics: 

      1. Classical Conditioning (Pavlov)
      2. Operant Conditioning (Skinner)
      3. Behavior Modification
      4. Important contributions/ influence to teaching and instructions

      Cognitive Constructivism | Chua & Villariasa |

      Key Topics:

      1. Schema learning (Bartlett and Anderson)
      2. Stages of Cognitive Development (Piaget)
      3. Zone of Proximal Development (Vygotsky)
      4. Important contributions/ influence to teaching and instructions

    • REPORTING: October 3 : Face to Face /Hybrid Session

      Social Learning Theory:  |Evangelista & Gamallo|

      Key topics: 

      1. Bandura's Social Learning Theory
      2. Behavior Change Model
        1. Health Belief Model
        2. Theory of Planned Behavior
        3. Stages of Change Model:
      3. Important contributions/ influence to teaching and instructions

    • REPORTING: October 10 : Zoom Session

      Zoom Information:

      Meeting ID: 970 1576 2048

      Passcode: 24318242

      Motivation | Manila & Camarillo |

      Key Topics:

      1. Maslow's Theory
      2. Expectancy Theory
      3. ARCS Theory
      4. Cognitive Dissonance
      5. Important contributions/ influence to teaching and instructions

      Cognitive Experiments: 

       Your faculty will conduct some cognitive exercises. Instructions will be given during the actual session.

  • This topic

    Week | October 24 - November 7 | Memory, Learning and Skills Acquisition |

    Memory, Learning and Skills Acquisition

    • Preparatory Activities:

      During our last Zoom session, you participated in two cognitive exercises, all involving recall. 

      Exercise 1:

      In the first exercise, a student acting as the experimenter dictates a series of single digit numbers to another student who is acting as the subject . Immediately after a series of number was orally shared, the subject  was asked to recall the series of numbers in correctly and in correct sequence. The experimenter was instructed to repeat the procedure (while increasing the number of numbers in the string) until the subject is unable to correctly recall the series of numbers. 

      To experimenters please reflect on the following:

      1. How many numbers were your subject able to recall?
      2. When did you notice the error to appear (in terms of number of items)?
      3. Did you notice in what part of the experiment the failure of recall occurred? (middle or last)

      To the subject:

      1. Did you use any strategy to hopefully increase or improve your recall?
      2. What do you think would explain your failure to recall beyond the number of items that you actually recalled?

      To all the participants:

      1. What are the critical variables in recall?
      2. Is there a way of increasing the number of numbers one can recall?
      3. What is a digit span? What is chunking and how can it be used to increase one's digit span?

      Suggested seminal paper: The Magical Number Seven (Note: I have no access to the original paper, but perhaps this Wikipedia link can provide very basic information)

    • Cognitive Exercise 2 | We will do this exercise before our interactive session on October 24.

      Instruction: You facilitator will divide you into pairs. One member of the pair will be provided with instructions on how to run the exercise, while the second of the pair will act as subject. This exercise is similar in context but will be asking subjects to do a totally different tasks.

    • Below are list of topics and concepts. Please research on these topics and concepts and relate them to our first exercise.

      Topic 1: The Building Blocks of Cognition

      The five concepts continue to play important role in memory theory. These five concepts are listed below with their basic definitions.

      • Chunks | any stimulus (e.g. , letter, number, word, phrase) that has become unitized through previous experience
      • Concepts | are the mental structures by which we represent categories (e.g., parents, bird, dog, colors).
      • Propositions | the smallest unit of knowledge that can stand as a separate assertion, the is, the smallest unit about which it make sense to make the judgement true or false
      • Productions | are way of representing procedural knowledge. 
      • Schemata | complex representation of knowledge, which controls the encoding of new information, the storage of information, and the retrieval of stored memory.

      Topic 2: Memory and Skills Acquisition Theories

        • Basic Concepts:
            • Types of Knowledge
          • Domain Specific Knowledge
          • General Knowledge
          • Strategic Knowledge
        • Perception and Attention
        • Fundamental Distinctions in the study of Memory
          • Episodic versus Semantic Memory
          • Declarative versus Procedural Knowledge
          • Verbal and Imaginal Representation in Memory
          • Short-Term versus Long Term Memory
      • Theories of Memory and Cognition
        • ACT or Adaptive Control of Thought
        • Fitts and Posner Theory of Motor Skills Acquisition
        • Illness Scripts and Clinical Skills Development

    • WEB Resources

      Note: Most of the theories we will discuss are also widely discussed in online platforms. Some links that you may find useful are the following: (note: dated but critical papers)

      Adaptive Control of Thought (ACT-R)

      1. Implications of Anderson's ACT-R Theory (pdf downloadable)
      2. Automaticity and the ACT Theory (pdf downloadable)
      3. Spreading Activation Theory of Memory (pdf downloadable)

      Fitts and Posner's Theory of Motor Skills Acquisition

      1. Models of Skills Acquisition (free download but you need to join research gate which is ok)
      2. Modeling the Distinct Phases of Skills Acquisition (pdf downloadable)

      Illness Scripts / Scripts Theory

      1. Thirty years of illness scripts (pdf downloadable)
      2. Using script theory (pdf downloadable)
      3. Teaching Clinical Reasoning to Medical Students (pdf downloadable)

    • These materials are dated but you will find them useful in providing a  framework when preparing your group and individual reports.

    • AI: Friend or Foe SCORM package

      In this presentation, I will discuss some aspects of Information Processing, including elements of memory. You might find this useful for our upcoming discussions.

  • The Three Theories: Interactive Summary

  • Week | November 14 - 21 | Application of Cognitive Theories in Teaching and Learning |

    Application of Cognitive Theories in Teaching and Learning

    • Due to Government Declared no workdays from October 28 - November 2, our next session will resume on November 7 (Zoom Session)

    • Cognitive Exercise 2: Washing Clothes (the actual exercise was done last October 10) 

      The exercise focused basically on the role of context in learning.

      This issue is of importance to all of us in health professions education. Given issuances from DOH, CHED, and PRC re framing our courses on current developments like PHC, UHC, Health Systems, Interprofessional Collaboration, among others.

      While we will not be talking about curriculum and instructional design, the need to deeply understand the role of these issues in crafting relevant educational program is paramount and with rooted in cognitive psychology.

  • Week | November 28 - December 12 | Practical Applications of Theories of Learning in Teaching and Learning |

    Theme: Practical Applications of Thories of Learning in Teaching and Learning

    • Final Activities: Seminar on Educational Philosophies, educational psychology, and cognitive theories: Implications to Teaching and Learning

      Design: A two part seminar for health profession educators and students. Each group will be assigned a topic to develop (see list of topics below). Each group will then develop a 30 - 45 minute presentation on the assigned topic to invited participants + members of the class. The goal of the presentations is to deepen health professions educators' understanding of philosophical and psychological bases of teaching and learning.  It is also expected for presentation groups to give examples of how these philosophical and psychological theories are used in actual settings.

      Seminar Date: December 5 and 12, 2023

      You will be divided into four groups and each group will be assigned a theme as shown below. (NOTE: I am sharing this early so that as early as this week you can organize your group. To do that, add your name in your topic of choice. If a category is already filled up (5 members), you have to select another topic that is not filled up.)

      Theme
      Group Members (Maximum 5)
      • A. Cognition and the development of medical expertise | Conceptual understanding in biomedical sciences. From structuring of complex ideas to development of misconceptions | Correcting Misconceptions in the health sciences.
      • B. The role of practical experience in cognitive development of health profession students | Motivation in health professions education.
      • C. Cognitive and Skills development theories: Implications to development of Clinical Skills.
      • D. Developing Attitude in HPEd: Lessons learned from our discussions of philosophy, educational psychology, and cognitive psychology.

      ThemeFinal Grouping

      • Cognition and the development of medical expertise | Conceptual understanding in biomedical sciences. From structuring of complex ideas to development of misconceptions | Correcting Misconceptions in the health sciences.

      Sherry Villariasa, Diana Amodia, Carmela Gamallo, Manila Villalon, Mary Ann Enteria

      • The role of practical experience in cognitive development of health profession students | Motivation in health professions education.

      Bea Macaraeg, Christine Ragudo, Mark Cruz, Gayle Tablarin, Kaye Mabunay

      • Cognitive and Skills development theories: Implications to development of Clinical Skills.

      		 Janil Magano, Jojo Evangelista, Girelle Camarillo, Via Guillen

      • Developing Attitude in HPEd: Lessons learned from our discussions of philosophy, educational psychology, and cognitive psychology.

      Rona Ranola, Sara Padua - Labilles, Lorraine Chua, Riza
    • Presentation Submission Portal Assignment
      Opened: Monday, 4 December 2023, 12:00 AM

      Please submit your copies of final presentations here.