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Strengthening Faculty Development through Regional and Global Collaboration: An Innovative Virtual Program in Cambodia Cover

Strengthening Faculty Development through Regional and Global Collaboration: An Innovative Virtual Program in Cambodia

Open Access
|Jun 2025

Figures & Tables

Table 1

Session titles, content overviews, and learning objectives.

SESSIONNAME OF THE TRAINING SESSIONTOPICS/CONTENTS INCLUDED IN THE TRAINING SESSIONLEARNING OBJECTIVES OF THE TRAINING SESSION
1Introduction to Competency‑Based Medical Education (CBME) and integrated teaching
  1. What is CBME, and how does this educational framework/ approach help us achieve our goals?

  2. What is integration, and how does this educational approach help us achieve our goals? (vertical, horizontal, spiral integration; pre‑clinical and clinical integration)

  • Understand the overview of CBME and how it can be applied to their context

  • Get an overview of integrated teaching in medical education and how it can be applied to their context

2CBME, Integrated module/course
  1. The integrated module/course

    • The importance of integration in CBME

    • Definition Integrated module/course

    • Characteristics of the integrated module/course

    • The structure of an integrated module/course

    • Teaching & learning in the integrated module/course

    • Assessment in the integrated module/course

  • Understand the importance, structure and operation of an integrated module/course

3Introduction to Case‑Based Learning (CBL)
  1. CBL Introduction

    • The importance of CBL in CBME

    • Building a case study for pre‑clinical & clinical phases

    • Teaching by case study

  • Understand the importance of CBL in CBME

  • Build a case study

  • Build a teaching plan of CBL

4Clinical case design for CBL teaching
  1. Stepwise approach for developing a case that integrates basic science and clinical knowledge.

    • Step by step in writing a case study, and example

    • Briefly consider learning theory that supports integrated case‑based and problem‑based teaching and learning

    • Tips for creating a qualified/effective case for CBL teaching and learning

    • How to evaluate the qualified case for CBL teaching and learning

  • Analyze the steps to develop a clinical case for CBL teaching‑learning

  • Identify the qualified case for CBL teaching and learning

5How to run a CBL session
  1. How to teach a case study

    • Pre‑class

    • In Class

  • Write a learning guide for students (including learning materials)

  • Explain the principles of pre‑test

  • Build a teaching plan

  • Understand the skills of facilitating a case study in teaching

6Assessment in integration learning and teaching
  1. How to assess/evaluate in an integrated module/course

    • Strategy of assessment

    • Formative & summative assessment

    • Assessment methods & tools

    • Tasks of assessors

  • Build the assessment framework of an integrated module/course

  • Choose the right assessment methods and tools

  • Understand the assessors’ tasks

Table 2

Summary of CBL training workshop survey results.

RESPONSES (N = 15)
STRONGLY AGREEAGREEDISAGREE
STATEMENTSN%N%N%
1. I found the content shared/presented relevant to my work.96064000
2. My time participating in this workshop was well‑spent.74785300
3. My learning/understanding was enhanced by the experiences shared by the facilitators.85374700
4. My learning /understanding was enhanced by the experiences shared by other participants.53396017
5. I was comfortable with the pace of the workshop.85364017
6. I was well‑engaged during the workshop.53396017
7. I was given the opportunity to get answers to my questions.117342700
8. I was given the opportunity to share my experience on the training topics.85374700
9. I had the chance to engage and connect with other participants during the workshop.533854213
10. The facilitators coordinated and facilitated the workshop well.106753300
11. Presenters were well informed on the topics covered.96064000
12. Presentations and facilitation were interesting and enjoyable.64096000
13. I have learned a lot from this workshop with the useful support of experts.85374700
14. I have learned a lot from this workshop with the useful support of my peers/fellow participants.96064000
15. Hearing/learning from the experiences of fellow participants increases my confidence to enact small‑ scale changes at my university.533106700
16. Workshop materials were useful.85364017
17. Overall, I was satisfied with the workshop.106753300
Figure 1

Percentage of participant agreement levels on CBL training workshop survey results.

Table 3

Example case design for integrated learning by Dr. Youhok Lim, M.D, Anatomy lecturer at UP.

BROAD LEARNING OBJECTIVESKEY CLINICAL CONCEPTSKEY BASIC SCIENCE CONCEPTSTHE CASESAMPLE QUESTIONS/DISCUSSION
Diagnosis
  • Clinical examination of rotator cuff impingement (RCI)

  • Imaging studies

  • Diagnosis: Supraspinatus tendinopathy (ST), and differential diagnoses

  • Musculoskeletal anatomy of the shoulder: Rotator cuff muscles and their functions.

  • Imaging mechanisms: How MRI, X‑rays, and ultrasound generate images of anatomical structures and tissues

  • A 52‑year‑old male worker presented with right shoulder pain, swelling, and limited movement, which began after heavy lifting two weeks ago

  • On physical examination, there was resistance to abduction and tenderness when the clinician stood behind the patient and stabilized the scapula while the patient elevated the arm into full flexion with slight internal rotation and forearm pronation (video)

  • An imaging study was obtained

  • What anatomical structures are likely involved in this patient’s shoulder pain?

  • How can we differentiate this condition from bone fracture, osteoarthritis, joint capsulitis, and nerve injury?

  • How does the physical examination help differentiate between different types of shoulder injuries?

  • What is the cause of the limited range of motion?

  • What imaging modalities would you use to confirm the diagnosis, and what findings would you expect?

Clinical course
  • Risk factors and progression of ST

  • Mechanism of mechanical injury: How mechanical forces cause injury.

  • Histopathology of Impingement Lesions: The three stages of impingement lesions as proposed by Neer in 1983

  • Over the past two weeks, the patient’s symptoms have persisted despite rest and over‑the‑counter acetaminophen

  • What is the pathogenesis of impingement lesions?

Treatment
  • Treatment guidelines of ST

  • Painkiller mechanisms: How non‑steroidal anti‑inflammatory drugs (NSAIDs) and steroid injections alleviate pain.

  • Muscle motion in physical therapy and exercises

  • The clinician gave some medications, but they were not fully effective

  • How do painkiller drugs work?

  • Which alternative non‑operative procedures are indicated if oral medications are ineffective? And how do they work?

Prevention
  • Prevention strategies of shoulder injuries at work and in overhead athletes

  • Apply the concept of range of motion (ROM) to prevent injury

  • The patient inquired about preventing recurrence or other injuries

  • Please provide examples of how to maintain shoulder health and avoid movements that could cause pain or injury

DOI: https://doi.org/10.5334/aogh.4660 | Journal eISSN: 2214-9996
Language: English
Submitted on: Jan 3, 2025
Accepted on: May 17, 2025
Published on: Jun 10, 2025
Published by: Ubiquity Press
In partnership with: Paradigm Publishing Services
Publication frequency: 1 issue per year

© 2025 Vannary Yi, Khoa Duong, Vireak Prom, Titya Thao, Lan Tran, Minh Phuc Vu, Lan Ngoc Vuong, David B Duong, Barbara Gottlieb, published by Ubiquity Press
This work is licensed under the Creative Commons Attribution 4.0 License.