Course Transformation

Pathophysiology – I
(Year II, Semester III)

By
Younas Qammer
Shumaila Jameel
Farhana
 Objectives
By the end of the presentation participants will be able to:
• Relate vision and mission with the selected course.
• Relate different blended learning theories with transformed
course.
• Relate Fink’s and Bloom’s taxonomy with the objectives of
transformed course.
• Identify different teaching and learning strategies for transformed
course.
• Explain assessment criteria of transformed course
• Conclusion
 Vision And Mission
• Recognized as leaders in
application of innovative
technology in teaching and
learning.

• Transforming education through

technology enhanced innovation.
 Introduction to Course
• Year II, Semester III.
• 2 credit course.
• Total 32 hours are allocated to this blended learning course.
• 16 hours are allocated to face to face and synchronous online
lectures while.
• 16 hours are allocated to asynchronous learning.
 Weaknesses and strengths
Weakness of the F2F Course
Traditional method of teaching
No use of modern technology
Restricted study during crisis
Physical layout is mandatory
Compromise the PD
Strength of the F2F Course
 Student teacher physical contact
 Student monitoring strategies
Approaches used for course transformation
Dimensions of interaction
Learning Theories - Language and Learningedf1151languageandlearning.weebly.com
S# Learning Outcomes Bloom’s Levels Assessment Tasks (technology-mediated)

Identify the factors in the environment, which Remembering Evaluation of class participation
1
contribute to produce changes in normal C1 level Graded online quiz
physiological processes of human body.
Integrate normal physiology with altered Analysis Evaluation of class participation
2
physiological mechanisms in disease process C4 level Graded online quiz
Evaluation of online discussion forum

Integrate pathophysiological processes leading Analysis Evaluation of class participation

3
to clinical manifestations of most prevalent C4 level Graded online quiz
acute and chronic diseases. Evaluation of online discussion forum

Interpret causes, clinical manifestation and Analysis Graded online quiz

4
pathology of discussed disorders to individual C4 level Evaluation of online discussion forum
cases at clinical setting Evaluation of CM

Apply the knowledge of the basic principles of Application Evaluation of CM

5
pathophysiology in caring a patient in nursing C3 level
practice.
 Teaching learning strategies
Teacher centered Student centered
• Prereading material
• Log book
• Interactive lectures • Videos
• Socratic questioning
• Flipped class room
• Reflective writing
 Course Assessment
S.# Strategies of Assessment Weightage 

1 Participation of students (Attendance 20 %

and Online discussion)
2 Online Quiz 20%
3 CM 15%
4 Final Exam 40 %
 5 Total 100%
Teaching feedback
• One minute paper
 Challenges for proposed blended learning course

• Poor internet access

• Lack of self-regulation
• Inadequate skills in technology handling
• Student isolation
• Lack of faculty competency in handling technology
• Increased workload
• Teacher’s view about teaching
• Time management
Summary
 References
• Alammary, A., Sheard, J., & Carbone, A. (2014). Blended learning
in higher education: Three different design approaches.
Australasian Journal of Educational Technology, 30(4).
• Hakala, I., &Myllymäki, M. (2016, April). From face-to-face to
blended learning using ICT. In 2016 IEEE Global Engineering
Education Conference (EDUCON) (pp. 409-418). IEEE.
• Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges
in the online component of blended learning: A systematic
review. Computers & Education, 144, 103701.
 Cont…
• Rendas, A. B., Fonseca, M., & Pinto, P. R. (2006). Toward
meaningful learning in undergraduate medical education using
concept maps in a PBL pathophysiology course. Advances in
Physiology Education, 30(1), 23-29
• Mohammed, R. (2016). Critical incident analysis: Reflections of a
teacher educator. Research in Teacher Education, 6(1), 25-29.
• Moni, R. W., Beswick, E., & Moni, K. B. (2005). Using student
feedback to construct an assessment rubric for a concept map in
physiology. Advances in physiology education, 29(4), 197-203.
 Acknowledgment
• Master Trainer
• BL Facilitators