Family Medicine Training: Objectives, Goals, and Learning Outcomes in Undergraduate Medical Education

In this assignment  we will discuss about nursing and below are the summaries point:- The objectives of family medicine training in undergraduate medical education include enhancing knowledge and skills in outpatient and emergency care, culturally competent healthcare, and patient interaction. The goals of the training program involve improving consultation and communication skills, increasing knowledge in palliative care and pediatric care, and managing common diseases in households. The intended learning outcomes focus on improving doctor-patient consultation, physical examination skills, prescription practices, clinical care, and understanding the role of family physicians in healthcare.

Running head: NURSING
Nursing
Name of the Student
Name of the University
Author Note

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Assignment: 4.1
Selected Course
Family medicine training, for undergraduate students in medical school
General Objectives
The broad objectives of the family medicine training in the under-graduate (UG) training of
the medical students include
To increase the level of knowledge and skills to optimally manage the out-patient and the
emergency problems at the primary level and under the secondary care service
To provide healthcare under the context of the family health beliefs, in a culturally competent
manner
To integrate the principles of family medicines and its importance among the patients through
patient interaction
To increase the knowledge of the UG medical students about the side-effects and the mode of
actions of the common medicines used in primary care for the effective management of the
common diseases in the households
To increase the level of knowledge of the UG medical students about elderly care
management and preliminary paediatric care with proper application of medicines
To increase effective communication skills among UG students so that they can educate the
service users about precautions for the control of avoidable diseases and infectious diseases
that spread through touch
Goals
Increase consultation skills
Increasing in the communication skills
Increase in knowledge of the palliative care, elderly care and paediatric care
Increase in knowledge about the management of the common diseases in the households:
Abdominal pain, Abdominal uterine bleeding, Arthritis, Back pain, Chest Pain, Cold and
cough, Constipation, Diarrhoea, Depression, Ear pain, Enema in legs, Faint or sudden fits,
Fever\Fatigue, Accidental fall in elderly, Insomsia, Headache, Cranky baby, Redness of eyes,
Skin rash, Management of high blood pressure, Management of the urinary symptoms,
Vomiting, Nausea, Weakness, Weight gain or loss, Weakness in limbs
Educating the under graduate students about: Wound management, New born care, History
taking skills of the patient, Conducting physical examination to note down the vital signs,
Administering intra-muscular, intra-venous and subcutaneous injection, Conduction of
normal delivery and management of third stage, Explanation about the usage procedure of the
inhaler, Installation of the catheter, Interpreting X-ray, ECG, EEG reports, Syringing ear for
wax removal, Stitching of wound during emergency

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Intended Learning Outcome (LO)
LO1: Improvement in the basic skills of the effective conduction of the doctor to patient
consultation
LO2: Increase in the knowledge about the conduction of the physical examination by noting
down the vital signs
LO3: Proper prescription of the medication dosage based on age, weight, height and gender
LO4: Increase in knowledge about the clinical care
LO5: Increase in knowledge about the role of the family physicians in healthcare and
principle of family medicine
LO6: Knowledge about the evaluation of the common problems at the primary care
LO7: Stating rationale behind the investigation and cost-effective management of the disease
LO8: Development of skills of managing out-patient, in-patient and emergency department
under the primary care setup
LO9: Knowledge about proper identification of the patient regarded emergency referral
Rational of Family Medicine Training
Sankarapandian and Christopher (2014) are of the opinion that after the completion of
the MBBS training, most of the doctors wither opt to study further for certain specialization
or to practice abroad. However, the number of the post-graduation seats available per year is
nearly 50% of the total number of the doctors who complete their under-graduate course. The
under-graduate doctors who fail to enrol in the post graduation due to lack of adequate seats,
either work as residential medical office or RMAs in the primary care or moves abroad for
pursuing specialization. Even though there is an increased need in the secondary and primary
care, the graduate doctors do not see these openings as promising career optional in their
medical profession (Sankarapandian & Christopher, 2014). The introduction of the family
medicines under the under graduate training will increase the provision for the student’s
empowerment to work under the primary care setting. Under this training the family
physicians is projected as a role model for primary care in the family and this increases the
bar of respect in the mind of the graduate medical students and thereby helping them to
choose family physicians as a promising career options. This in turn will help to ensure that
country’s resource of intellect stays within the country while helping to manage the
patient:doctor’s ratio effectively. Proper availability of the family physicals for the
administration of family medicines will help to reduce the rush in the hospitals out-door unit
(Sankarapandian & Christopher, 2014).
Criteria for Good Assessment
Amin, Seng and Eng (2006) stated that the criteria of drafting a good
assessment depend on several parameters. The first parameter that I will take under
consideration includes promotion of student learning. The assessment tasks should be
designed in such a way that it unit-specific. The assessment will be designed in such a way
that it provides opportunities to the study to improve their quality by taking feedbacks. The
measurement of the student achievement will be done at all level depending on the clearly
articulated criteria. The decisions in the domain of grades that will be awarded to the students

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for different units will be based on the attainment of those criteria at stated performance
standards. The assessment criteria will be fair, transparent and equitable in the domain of
grading of the assessment. The assessment load will commensurate with weighting of the unit
and will also take into account of the student’s work-load (Amin, Seng & Eng, 2006). I
will also ensure that the assessment must be inclusive and there will be no significant level of
inherent biases, which might disadvantage any particular student. This however, does not
preclude the settings and explicit articulation into assessment requirements. Apart from these
criteria, I would also take into consideration few additional parameters in order to improve
the overall quality of the assessment. These additional parameters include creating provision
for open-feedbacks, promotion of the continued learning approach, proper systems of
assessment and accreditation of systems.
Validity and Reliability of the Assessment
Validity means the tasks which were designed is intended to access the achievement
of the principal learning outcomes. This means that must be truth in the assessment. For
example, in this course, the majority of the assessment will be drafted towards knowledge of
the student in the domain of medicines and the mode of actions of the medicines which are
used for treatment of common diseases in the households. The assessment for testing the
depth in knowledge will not access its ability of the students synthesizes data (Gronlund
2006). While designing my assessment, I will make use of the rubrics (criteria and standard
descriptions) in order to uphold the validity of the data. Increasing the validity of the
assessment will help to uphold the standard of fairness and transparency.
Reliability of an assessment means different assessors who are acting independently
by making use of the same task description and to come to a final judgement about any given
piece of student’s work or response. Reliability of an assessment thus deals with fairness to
students based on the comparability between assessors (Gronlund 2006). In order to improve
the reliability of the assessment, I will design the rubric of the task in such a way that the
students can achieve it in order to secure a passing grade. I will make sure that the rubric is
well-written with unambiguous descriptions so that it becomes easier for the student to
understand the actual requirement and connect it to the lectures covered in class.
Types as assessment methods in this course
The types of assessment methods that will be used in this course for
the evaluation of the overall student’s performance include formative
assessment and summative assessment. Formative assessments are
designed in order to provide feedbacks to the students on their overall
progress towards the achievement of the learning outcomes. The
summative assessments is framed in order to evaluate student’s learning
at the end of an instructional unit by comparing the results against certain
benchmark (Norcini, Anderson & Bollela, 2011). Summative assessments
are often high stakes as they have high point value. The main difference
between the formative and summative assessment is, formative
assessment can be undertaken throughout the course in order to
determine the level of student’s achievement under the parameter of
certain learning goals. Summative assessment on the other hand is
undertaken towards the end of the semester in order to judge the
student’s level of mastery over that particular topic (Norcini, Anderson &
Bollela, 2011).

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I will make use of MCQs for designing of the formative assessment
and will make use of the critical thinking based case study analysis in the
summative assessment.
Learning outcomes and the Assessment Methods
The main assessment methods that will be used include MCQ
(multiple-choice question), performance assessment and OSCE (Objective
Structured Clinical Examination).
Learning Outcomes Assessment Techniques
LO1 Performance Assessment
LO2 OSCE
LO3 MCQ
LO4 OSCE
LO5 OSCE
LO6 MCQ
LO7 MCQ
LO8 Performance assessment
LO9 MCQ
In order to maximize the assessment integrity of the MCQ
examination, I will make use of number of different steps. For example,
(i) Relating the questions directly to the learning outcome of the unit
(ii) Ration of the correct answer for each set of questions (the
correct answer is randomized from the same stem of question)
(iii) Questions, which will be drafted will be complex in order to
prevent easy recall
(iv) When the MCQ test will be conducted online, the window time
for the completion of each question will be time-restricted
(v)No questions will be drafted from the commercial data bank of
question available publicly.
(vi) Negative markings will be imposed for wrong answer. This will
help to reduce the probability of guess work.
(vii) The use special technology like Respondus lockdown will be
used. It will limit the students’ accessibility to open another window of
application in their browser in order to find the correct answer
(John et al., 2007)
The performance assessment will be done was don hands on tasks
and the overall review of the task will be done by more than one reviewer.
Criteria for the performance management for the assessment of the
communication skills will be graded based on both verbal and non-verbal
communication skills.

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The performance management of management of the both out-patient
and in-patient will be done through the live clinical experience. Under this
performance management, the students will be appraised how they are
managing or handling the pressure during the peak working hours. The
appraisal will also be done based on how the medical student is making
use of the critical thinking skills (John et al., 2007)
.
Reference Assessment
Norm-Referenced Test will be used as reference assessment. Norm-referenced refers
to standardised tests, which are designed in order to compare and rank test takers in relation
to one another. Norm-referenced tests highlight whether the test takers performed good or
bad in comparison to a hypothetical average student. This is estimated by comparing scores
against the overall performance results of a statistically selected groups of the reviewers or
test takers, mainly of the identical age group or the grade level who have taken the exam
previously (John et al., 2007). The overall calculation of norm-referenced scores is known as
“norming process”. The comparison group is known as “norming group”. The norming group
is made of small subset of people who have taken the test previously, not all or even the
majority of the previous test takers. The developers of the test make use of a variety of
statistical methods in order to select the norming groups, for the determination of the
performance levels and interpretation of raw scores (John et al., 2007).
I will refer norm-referenced test by the use of the multi-choice format. I will select
norm-referenced test in comparison to criterion-referenced test. Criterion-referenced test are
designed to measure the level of performance of the student based on certain pre-determined
criteria or the learning standards. Criterion-referenced test might results in setting of the
passing criteria above the achievable limit of the students. This might results in overall de-
motivation of the entire batch. On the other, hand, norm-references test helps in setting of the
criteria based on the achievable limits. The score, achieved by the test takers though not
achievable for 90% of the student, but can be achieved by at-least first 20% of the students.
Based on the highest score the gradation system can be made in an ordered manner.
Moreover, norm-referenced test will also help to access the level of intellect of the test takers.
In doing so, I will get an idea that whether the test taker is capable to assessing the
knowledge of the students.
Explanation of grading system
The grading system that will be used to grade the assessment is the letter grading
system. Having a proper grading system with a detailed layout of the percentage allocated
under the grading system is useful for both the students and the teachers in order to get a
detailed overview of the performance of the student at the end of semester
Classifications of the grading system
Grading System Percentage allocated Marks allocated
A+ (Excellent) 100 to 90% 100 to 90 out of 100
A (Very good) 80 to 75% 80 to 75 out of 100
B+ (Good) 75 to 60% 75 to 60 out of 100
B (Fair) 60 to 50% 60 to 50 out of 100
C (Average) 50 to 40% 50 to 40 out of 100 (passing

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marks is 40 or 40%)
F (failed) Below 40% There will be scope for
resubmission for written test
only
Reporting technique
In case of the MCQ test, the results will be auto-generate and the will flash on the
screen of the computer just after the completion of the test. This will help the student to
understand their stand-point after the end of the each formative assessment. Moreover, when
the result is revealed instantly then apprehension among the students can be reduced and
thereby helping to reduce the chances of negative mental health consequences arising from
the tension of the impending results (John et al., 2007).
The results of the final semesters will be enlisted in the notice boards. However, it
will only show the grades which the patient will receive and not the marks. The detailed
break-up of the marks along with the professor’s feedback will be notified to the student
personally. This personal notification will be given either in the form of the channelizing
mails or sending notification in the student’s university portal. Verbal feedbacks will also be
given after the completion of each performance management. All the feedbacks will be given
personally. Given feedbacks in front of the entire class might result in the generation of
depression or sense of insult, hampering the performance of the students during the entire
semester (John et al., 2007).

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References
Amin Z., Seng C., & Eng K. (2006). Practical Guide to Medical Student
Assessment. World Scientific Publishing Co. Pte. Ltd., Singapore.
practical guide to student assessment.pdf
Gronlund NE. (2006). Assessment of Student Achievement. 8th Edition.
Pearson, USA.Assessment of Student Achievement.pdf
John J. Norcini & Danette W. McKinley. (2007). Assessment methods in
medical education. Teaching and Teacher Education. 23:239–
250Assessment methods in medical education.pdf
Norcini J, Anderson B &v Bollela V. (2011). Criteria for good assessment:
Consensus statement and recommendations from the Ottawa 2010
Conference. Medical Teacher. 33:206-214. Criteria for good
assessment Consensus 2010valdes.pdf
Sankarapandian, V., & Christopher, P. R. (2014). Family medicine in undergraduate medical
education in India. Journal of family medicine and primary care, 3(4), 300.