My Journal of General Surgery in Ospital ng Maynila Medical Center
PSGS General Surgery Curriculum
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STUDY OF THE PSGS GENERAL SURGERY CURRICULUM

 

 

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Background and Rationale of Study


  1. The OMMC General Surgery Residency Training is accredited by the PSGS. For this reason, we have to recognize and subscribe to the curriculum formulated by the PSGS if we want to maintain our accreditation status.
  2. The OMMC Department of Surgery which offers a General Surgery Residency Training Program will adopt the General Surgery Curriculum formulated by PSGS because of its comprehensiveness and systematic formulation.  OMMC Department of Surgery has also formulated a General Surgery Curriculum in 2003 which will complement and provide refinements to the PSGS prescribed General Surgery Curriculum.  Refinements will include addition but NOT subtraction.  They will also include strategies for more efficient implementation.  Lastly, refinements will be made with the vision-mission-goal-objectives of the OMMC Department of Surgery in mind, particularly, the development of a model Department of Surgery in the Philippines.   
  3. Residents who are to undergo training to become general surgeons must, as one of the first steps in their training, know what they are in for, so that they know what to expect and what to do during the course of their training.  Thus, residents are required to study the General Surgery Curriculum

 

Primary General Learning Objective

 

At the end of the teaching-learning session, the general surgery resident to be must be able to possess sufficient requisite knowledge on the latest general surgery curriculum being recommended by the Philippine Society of General Surgeons and that of the Department of Surgery of Ospital ng Maynila Medical Center that will guide him/her in his/her residency training.

 

Secondary General Learning Objectives

 

At the end of the teaching-learning session, the general surgery resident to be must be able to possess sufficient requisite knowledge on how a general surgery curriculum is usually (conventionally) formulated that will enable him/her to make such type of curriculum after residency when he/she has the opportunity to serve as a surgical educator.

 

Specific Learning (Behavioral) Objectives

 

After studying the latest General Surgery Curriculum being recommended by the Philippine Society of General Surgeons and the General Surgery Curriculum of the Department of Surgery of Ospital ng Maynila Medical Center, the general surgery resident to be must be able to:

 

  1. Answer the following questions:

1.1 1.1 What is a curriculum?

1.2 1.2 What are the elements of a curriculum?

1.3 1.3 What is a general surgery curriculum?

1.4 1.4 What are the elements of a general surgery curriculum?

1.5 1.5 What is an instructional design?

1.6 1.6 What are the elements of an instructional design?

1.7 1.7 What is a lesson plan?

1.8 1.8 What are the elements of a lesson plan?

  1. Make a table illustrating the similarities and differences among curriculum, instructional design, and lesson plan.
  2. Enumerate the five (5) competencies expected of a wholistic general surgeon to enable him/her to effectively contribute to health development in the community.
  3. Enumerate the three (3) conventional domains considered in formulating learning objectives for learners/students/residents.
  4. Enumerate at least five (5) general psychomotor skills expected of a wholistic general surgeon.
  5. Enumerate at least five (5) general desirable habits or attitude expected of a wholistic general surgeon.
  6. Define the scope of the specialty known as general surgery in the Philippines as defined by the Philippine Society of General Surgeons.

7.1 7.1 Scope in terms of region/system/organ/tissue as “must possess”

7.2 7.2 Scope in terms of types of operative skills as “must possess”

7.3 7.3 Scope in terms of types of diseases as “must possess competencies to manage”

7.4 7.4 Scope in terms of “nice to possess, to have, or to be exposed to”

  1. Make a table illustrating the use of appropriate teaching-learning activities (at least 2 each) for the different conventional domains of learning objectives (cognitive or knowledge domain; psychomotor domain; and attitude domain).
  2. Make a table illustrating the appropriate use of teaching-learning activities for the following psychomotor skills:

9.1 9.1             Problem-solving and decision-making skills in patient management

9.2 9.2             Operative skills

9.3 9.3             Preop and postop management skills

9.4 9.4             Medical recording skills

9.5 9.5             Medical presentation skills

9.6 9.6             Interpersonal skills

9.7 9.7             Team-work skills

9.8 9.8             Communication skills

9.9 9.9             Research skills

9.10                     9.10                      Administrative skills

9.11                     9.11                     Surgical educator skills

9.12                     9.12                     Public health educator skills

9.13                     9.13                     Self-directed learning skills

  1. Enumerate at least five (5) essential resource materials that can be used in learning surgical patient management process.
  2. Make a table illustrating the use of appropriate evaluation tools (at least 2 each) for the different conventional domains of learning objectives (cognitive or knowledge domain; psychomotor domain; and attitude domain).
  3. Make a table illustrating the appropriate use of evaluation tools for the following psychomotor skills:

12.1                     12.1                     Problem-solving and decision-making skills in patient management

12.2                     12.2                     Operative skills

12.3                     12.3                     Preop and postop management skills

12.4                     12.4                     Medical recording skills

12.5                     12.5                     Medical presentation skills

12.6                     12.6                     Interpersonal skills

12.7                     12.7                     Team-work skills

12.8                     12.8                     Communication skills

12.9                     12.9                     Research skills

12.10                12.10                Administrative skills

12.11                12.11                Surgical educator skills

12.12                12.12                Public health educator skills

12.13                12.13                Self-directed learning skills

  1. Compare the similarities and differences (advantages and disadvantages) between normative and criterion-referenced standards used in evaluating learners/students/residents for assessing accomplishment or non-accomplishment of competencies / passing or failing a learner / promotion or nonpromotion of a resident.
  2. Based on Philippine Society of General Surgeons’ recommendation, make a table illustrating the parameters and criteria or standards to be used in passing or failing (promotion or nonpromotion) of surgical residents.
  3. Based on OMMC Department of Surgery policies, make a table illustrating the parameters and criteria or standards to be used in passing or failing (promotion or nonpromotion) of surgical residents.
  4. Construct a table illustrating methods on how to evaluate a general surgery curriculum and its implementation.
  5. Enumerate the elements that will be evaluated by external accrediting agencies in a general surgery program.
  6. Using a table, describe the recommendation of the Philippine Society of General  Surgeons as regards organization of rotation of residents vis-à-vis level of training.

 

Content

General Surgery Curriculum (2nd edition, 2001), Philippine College of Surgeons

General Surgery Curriculum of the Department of Surgery of Ospital ng Maynila Medical Center (2003)

As dictated by the specific learning objectives

 

Learning Activities

Reading and analyzing (independent study)

Accomplishing the specific learning objectives (submit answers as html file and post it in your e-journal)

Presentation – powerpoint presentation (as agreed upon)

Feedback/critique of output by peers and faculty

 

Learning Resources

General Surgery Curriculum (2nd edition, 2001), Philippine College of Surgeons

General Surgery Curriculum of the Department of Surgery of Ospital ng Maynila Medical Center (2003)

OMMC Department of Surgery 2001training policies

Consultation with health educators

 

Evaluation Methods

Evaluation of output based on

Completeness – all specific learning objectives are completely answered

Accurate – all specific learning objectives are accurately answered

Clear – clarity of answers and presentation

Follow instruction – powerpoint presentation and html file

 

Assessment Methods

PASS - All specific learning (behavioral) objectives completely and accurately answered and clearly presented

NEEDS IMPROVEMENT – NOT all objectives are completely and accurately answered and clearly presented

 

A “PASSING GRADE” IS NEEDED TO PASS THIS LEARNING SESSION!

 

 

 

 

 

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