00000ctm a22000003i 4500 UP-1685523046126318104 Buklod 20231106120412.0 m |o d | ta 230905s xx d |||| || | (iLib)UPMNL-00015383053 NTTCHP rda eng LG995 2002 H32 M65 Molano, Alberto Ma. V. author Development of musculoskeletal system module for the problem-based curriculum of the Faculty of Medicine and Surgery, University of Santo Tomas Alberto Ma. V Molano. 2002 71 leaves text rdacontent unmediated rdamedia volume rdacarrier Major project (Master in Health Professions Education)--University of the Philippines Manila Recent decades have shown an emerging interest in change in medical education. Institutions globally and locally began to initiate innovations to address some recognized issues in student learning in the midst of expansion in medical information. The University of Santo Tomas Faculty of Medicine and Surgery, through the Department of Medical Education, initiated a Two-Phase Rocket approach of curriculum change, beginning with an integrated, problem-oriented curriculum, which gradually shifted to problem-based learning method. The overall objectives of this study was to develop the musculoskeletal module of the PBL curriculum, specifically, it was aimed at serving as a module for the development of other modules in the curriculum, and establishing a model module which can be adopted by the other PBL curricula. Furthermore, the study was aimed at formulating a tutor and a student guide. The second part of the study was to evaluate the musculoskeletal system module with the use of a rating scale, with the faculty members as evaluators. The results were to be used for module improvement. The study developed the concept map, blueprint of activities, instructional design, tutor guide and the student guide, with the component tutorial problems, which were based on key issues raised by various authors of module and tutorial problem development. The whole module was evaluated by faculty members who were to teach this module in the second year of the PBL curriculum. The responses to the various items of the rating scale were all favorable, that the faculty members agreed to all aspects of the module being clear and relevant. At the conclusion of the study, recommendations were made for a careful and deliberate planning in any curriculum change, to obviate the pitfalls and complications. The importance of continuous evaluation involving all stakeholders is emphasized. Problem-based learning. FI UP UPMNL NTTC LG 995 2002 H32 M65 Thesis