Tomography, Optical Coherence

This article discusses the Online Educational Resources (OERs) Movement and why OERs are so highly recommended by international collaborative organizations for the attainment of an inclusive, learner-centered and development-centered open education. The second part recounts how the creation of an OER served as a viable alternative teaching learning and assessment strategy for achieving course outcomes during (but not limited to) pandemic times. It showcases the outputs of students of the Doctor of Health Professions (DrHPEd) program taking a course on Quantitative Data Analysis (HPEd 391) during the first semester of AY 2021-2022. The process of making an OER was challenging. At times, the students felt that they were doing things beyond the scope of a course in quantitative data analysis. But everyone agreed that because of the degree of student engagement involved, the sense of fulfillment at the end was intense. The creation of an OER was a realistic, context-based and relevant final output which most of the students intend to use for their real-life advocacies. It was truly an exercise which demanded integration of all dimensions of technological pedagogical and content knowledge (TPACK) and yielded a personal and unique output which exhibited the highest order of learning outcomes - at the level of synthesis. And what may have appeared 'extra-curricular' at first was actually simply a more authentic assessment.

This article discusses the Online Educational Resources (OERs) Movement and why OERs are so highly recommended by international collaborative organizations for the attainment of an inclusive, learner-centered and development-centered open education. The second part recounts how the creation of an OER served as a viable alternative teaching learning and assessment strategy for achieving course outcomes during (but not limited to) pandemic times. It showcases the outputs of students of the Doctor of Health Professions (DrHPEd) program taking a course on Quantitative Data Analysis (HPEd 391) during the first semester of AY 2021-2022. The process of making an OER was challenging. At times, the students felt that they were doing things beyond the scope of a course in quantitative data analysis. But everyone agreed that because of the degree of student engagement involved, the sense of fulfillment at the end was intense. The creation of an OER was a realistic, context-based and relevant final output which most of the students intend to use for their real-life advocacies. It was truly an exercise which demanded integration of all dimensions of technological pedagogical and content knowledge (TPACK) and yielded a personal and unique output which exhibited the highest order of learning outcomes - at the level of synthesis. And what may have appeared 'extra-curricular' at first was actually simply a more authentic assessment.

Background: Andragogy, the theory of adult learning is relevant to medical education especially in the clinical internship learning context. It focuses on the students, faculty, and patients interacting together while developing competencies as future practitioners. Medical interns are active adult learners, enhancing their development of knowledge, skills, and positive attitudes, and pursuing professionalism as they participate in case-based discussions (CBD). Objectives: The study sought to identify the basic principles of andragogy while medical interns participate in case-based discussions including the end-of-course satisfaction. It also determined the selected demographic factors associated with the andragogic principles. Methodology: Respondents included 80 interns by convenience sampling who rotated at the Department of Ophthalmology and Visual Sciences in a tertiary referral hospital. The study used a combination of descriptive quantitative and qualitative research design. A valid instrument using the Adult Learning Principles Design Elements Questionnaire (ALPDEQ) was used to measure the medical intern's andragogic orientation as well as end-of-course satisfaction. A direct, non-participant observation of case-based discussions conducted at the department was done by the researcher and research associate. Results and Conclusion The occurrence of andragogic principles specifically motivation, experience, need to know, readiness, and self-directedness was observed during the conduct of case-based discussion. There was no association between principles of andragogy and demographic factors such as age, gender, civil status, medical school, preparatory medical course, and place of origin. CBD is an effective learning strategy, which provides medical interns adequate venues to be self-directed and apply the principles of andragogy in a workplace-based setting.
Internship and Residency