MD Med Education Prospectus

POSTGRADUATE INSTITUTE OF MEDICINE
UNIVERSITY OF COLOMBO
PROSPECTUS
MD AND BOARD CERTIFICATION IN MEDICAL EDUCATION

2018
SPECIALITY BOARD IN MEDICAL EDUCATION

BOARD OF STUDY IN MULTIDISCIPLINARY STUDY COURSES
Copyright © 2018 by Postgraduate Institute of Medicine, University of Colombo,

160, Prof. Nandadasa Kodagoda Mawatha, Colombo 7, Sri Lanka.
All rights reserved. This course document is the intellectual property of the Postgraduate Institute of Medicine, University of Colombo. No
part of this document may be copied, reproduced or transmitted in any form by any means without the prior written permission of the
Postgraduate Institute of Medicine, University of Colombo.
BOM Approved – 09.06.2018

Senate Approved – 26.06.2018
Council Approved – 08.08.2018
Postgraduate Institute of Medicine – University of Colombo
Contents
1. INTRODUCTION ............................................................................................................................... 2
2. TRAINING OUTCOMES .................................................................................................................... 2
3. TRAINING PROGRAMME CONTENT ................................................................................................ 3
4. TRAINING STRUCTURE, COMPOSITION AND PROGRAMME DURATION ........................................ 4
5. SELECTION OF TRAINEES / ELIGIBILITY CRITERIA ............................................................................ 5
6. APPOINTMENT OF SUPERVISORS (TRAINERS) AND THEIR RESPONSIBILITIES ................................ 6
7. TRAINING SETTING / UNITS AND EDUCATIONAL RESOURCES (LOCAL / OVERSEAS) ...................... 6
8. RESPONSIBILITIES OF TRAINEES ...................................................................................................... 6
9. RESEARCH PROJECT LEADING TO THESIS ........................................................................................ 6
10. REGISTRATION FOR MD EXAMINATION ..................................................................................... 8
11. MD EXAMINATION ...................................................................................................................... 9
12. REQUIREMENTS FOR AWARD OF MD MEDICAL EDUCATION ................................................... 10
13. POST MD TRAINING .................................................................................................................. 10
14. PRE-BOARD CERTIFICATION ASSESSMENT AND BOARD CERTIFICATION ................................. 11
15. ELIGIBILITY FOR BOARD CERTIFICATION ................................................................................... 11
16. RECOMMENDED READING........................................................................................................ 12
17. PROSPECTUS REVISION TEAM................................................................................................... 13
ANNEXURE I - DETAILS OF MODULES ................................................................................................... 14
ANNEXURE II – PRE-BOARD CERTIFICATION ASSESSMENT PORTFOLIO ............................................... 18
ANNEXURE III - PGIM GUIDELINES FOR SUPERVISORS OF THESISS / THESES ....................................... 22
ANNEXURE IV - FORMAT OF PRELIMINARY PROJECT PROPOSAL ......................................................... 24
ANNEXURE V - FORMAT OF DETAILED PROJECT PROPOSAL ................................................................ 25
ANNEXURE VI - FORMAT FOR PRE-MD PROGRESS REPORTS ............................................................... 26
ANNEXURE VII - GUIDELINES FOR PREPARATION OF THESIS ................................................................ 27
ANNEXURE VIII - FORMAT OF SUPERVISOR’S REPORT TO THE EXAMINERS......................................... 32
ANNEXURE IX - FORMAT FOR ASSESSMENT OF MD THESIS ................................................................. 34
ANNEXURE X - FORMAT FOR POST-MD PROGRESS REPORTS .............................................................. 35
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MD and Board Certification in Medical Education - 2018
This prospectus is made under the provisions of the Universities Act, the Postgraduate
Institute of Medicine Ordinance, and the General By-Laws: No. 1 of 2016 and By-Laws No. 2
of 2016 for Degree of Doctor of Medicine (MD) and Board Certification as a Specialist.
1. INTRODUCTION
The role of the medical teacher is evolving, with advances in educational research and
progress in the health care delivery system. Medical Education is rapidly developing with
many innovations to meet these challenges.
The MD programme in the discipline of Medical Education was launched by the PGIM in 2012
with the aim of equipping health professionals with expertise in knowledge, skills and
attitudes required of a medical educationist. The course was designed in a structured
stepwise manner to develop participant’s competencies at a range of levels. The programme
will enable participants to: design, deliver, conduct research; introduce appropriate
educational interventions; and evaluate the effectiveness of educational programmes.
This 5-year course (at least 3 years for MD and 2 years for Board Certification) is meant for
medical professionals involved in teaching undergraduates, postgraduates, and/or in
Continuing Professional Development, who wish to pursue a career in Medical Education as
a specialty.
The present revision updates the prospectus in terms of the supplementary course work
offered by the PGIM, and the supporting documentation required for conduct of the training
programme. The eligibility criteria for admission to the MD programme and course duration
have also been revised, taking into consideration changes in the other Medical Education
courses offered by the PGIM.
2. TRAINING OUTCOMES
Trainees are expected to generate new knowledge in the field of medical and health
professions education, by conducting an in-depth study focused on an educational issue
related to health professions education, while applying the educational principles learned
during the Postgraduate Certificate and Masters in Medical Education. They are also required
to be involved in teaching educational science, and to carry out teaching/ research work in
accredited local and overseas training centres.
A Board Certified Specialist in Medical Education will demonstrate the following learning
outcomes:
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• Design and carry out independent pure and/or applied research, contributing
significantly towards the development of new knowledge.
• Provide evidence for generating new knowledge in health professions education by
publications in peer reviewed, indexed journals.
• Teach the different aspects of medical education, train graduate students in research
methodology, and supervise and evaluate original research carried out by others in
the field of specialization.
• Demonstrate critical awareness of and ability to analyze current, complex and
controversial issues in health professions education and apply the principles of
education and evidence-based approach in professional practice.
• Make judgments on complex issues in health professions education and communicate
his/her ideas, views and conclusions clearly and effectively to specialist and non-
specialist groups.
• Exercise personal judgment and responsibility even in unpredictable situations
encountered in academic and clinical environments
3. TRAINING PROGRAMME CONTENT
The MD Med Ed is principally a research degree with specified course work which is meant to
enable trainees to complete a research project of a high standard.
3.1. Course work

This component shall consist of face-to-face sessions and workshops conducted at the PGIM.
These sessions shall be on topics designated by the Specialty Board, including the following:
• Critical evaluation of Medical Education literature and writing a review of a research
paper
• Scientific writing and writing of a thesis
• Effective communication
• Advanced topics in Medical Education Informatics
Further details of these are given in Annexure I
The trainees must attend compulsory workshops on professionalism and research

methodology and scientific writing conducted by the PGIM.
3.2. Research project

The project proposal and the thesis shall show evidence of scholarship in one particular area
of medical education. They shall be assessed on the individual’s ability (where appropriate)
to:
• Apply educational theory and principles;
• Write clearly and succinctly;
• Critique the relevant published literature;
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• Show ability to analyse primary and/or secondary material;

• Argue and discuss clearly and coherently;
• Clearly define the topic under study;
• Clearly define the questions to be asked and investigated;
• Show evidence of critical thinking about the problem, assumptions, opinions and
values encountered;
• Put the study into context;
• Selecting appropriate research methods with rationale;
• Apply appropriate methodological approaches with scientific rigour;
• Present the work undertaken including where appropriate the findings/data in an
orderly and coherent fashion;
• Discuss the significance of the results/outcome as applied to the individual’s
situation;
• Justify the conclusions in terms of the findings;
• Provide a complete and orderly bibliography/reference list properly cited.
4. TRAINING STRUCTURE, COMPOSITION AND PROGRAMME DURATION
The training programme shall consist of seven stages:
Stage 1 – This stage consists of several modules with face-to-face teaching-learning sessions
and workshops on different aspects relevant to Medical Education. Each module will be
assessed. Trainees must complete these assignments to the satisfaction of the Specialty Board
in order to be eligible to register for the MD examination (see Annexure I for details).
Stage 2 – The trainee will submit to the Specialty Board, a preliminary project proposal
followed by a detailed project proposal, prepared under the guidance of one or more
Supervisor(s) approved by the Specialty Board, and according to the approved format and
guidelines. This preliminary proposal should be submitted within 2 months of registration.
After receiving approval of the preliminary proposal from the Specialty Board, the detailed
project proposal should be submitted within 6 months of i.e. 8 months of registration.
Stage 3 – On approval of the detailed project proposal by the Specialty Board, the trainee
shall implement the project under the guidance of the Supervisor(s), in compliance with the
PGIM’s Guidelines for Supervisors of Theses. The trainee shall be required to submit progress
reports at regular intervals through the Supervisor(s).
Stage 4 – On completion of data collection and analysis, the trainee shall prepare a thesis
according to the format prescribed by the Specialty Board, and submit the completed thesis
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to the PGIM through the Supervisor(s). The thesis cannot be submitted earlier than three (3)
years after registration for the MD and not more than five (5) years after registration.
Stage 5 – The thesis shall be examined by a Board of Examiners in Medical Education and
defended by the trainee at a viva voce examination. The trainee shall be awarded the MD
Med Ed on successful defense of the thesis.
Stage 6 – After passing the MD examination, the trainee shall undertake at least two years of
work in teaching, research and/or educational planning, as detailed in Section 13 of this
prospectus: one year in a local centre, and another year at an overseas centre, under the
supervision of designated experts. The supervisors, the centre and the nature of work to be
undertaken by the trainee shall be approved by the Specialty Board. The trainee is expected
to maintain a portfolio during the post-MD training (both local and overseas) in compliance
with the guidelines developed by Specialty Board as a mandatory requirement (Annexure II).
The supervisors are required to submit regular progress reports to the PGIM during this
period of post-MD training.
Stage 7 – The Pre-Board Certification Assessment (PBCA) takes the form of assessment of the
portfolio maintained by the trainee during the period of post-MD training. The trainee shall
be Board Certified as a Specialist in Medical Education on passing this PBCA.
5. SELECTION OF TRAINEES / ELIGIBILITY CRITERIA
The minimum requirements for admission to the programme leading to the MD Med Ed shall
be as follows:
a. An M.B.B.S. degree (or equivalent basic medical degree), and
b. The PGIM Postgraduate Diploma in Medical Education (until 2018), or the Masters in
Medical Education (from 2019 onwards) or an equivalent Master’s level qualification
acceptable to the Specialty Board and
c. Two years of work experience in a full-time position with defined teaching / training
responsibilities, in a recognized university, degree awarding institution or other
institution providing health professions education, in the fields of Medicine or Allied
Health Sciences. Applicants are expected to provide documentary evidence of such work
experience, certified by the head of programme/institution and acceptable to the
Specialty Board.
The maximum number of trainees admitted to the training programme will depend on the
availability of training centres. A supervisor may be assigned more than one trainee if the
need arises.
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6. APPOINTMENT OF SUPERVISORS (TRAINERS) AND THEIR RESPONSIBILITIES
Each trainee must have one principal supervisor (trainer) based in the assigned training
centre. A supervisor should have MD and Board Certification in Medical Education followed
by three years’ experience after Board Certification, or a doctoral degree in Medical Education
and three years’ experience after obtaining the doctorate. All trainees shall have a local or
overseas co-supervisor appointed by the Specialty Board.
The Specialty Board is responsible for allocation of trainees to named supervisors in PGIM
accredited training centres.
All supervisors are expected to abide by the PGIM’s Guidelines for Supervisors of Theses
(Annexure III)
7. TRAINING SETTING / UNITS AND EDUCATIONAL RESOURCES (LOCAL / OVERSEAS)
Local training units will be accredited by the PGIM’s Specialty Board in Medical Education and
approved by the Board of Management and Senate as suitable for MD Medical Education
trainees, and for post-MD training.
With regard to overseas training, the training centre should be a university or medical school-
based Medical Education or Health Professions Education centre, unit, or department, with
one or more academic staff members who have obtained a PhD or equivalent doctoral level
qualification in Medical / Health Professions education.
8. RESPONSIBILITIES OF TRAINEES
Trainees are expected to acquaint themselves with PGIM rules and regulations and meet all
requirements stipulated therein, that are relevant to the MD Medical Education programme.
9. RESEARCH PROJECT LEADING TO THESIS
9.1. Preliminary proposal

The preliminary project proposal must be submitted to the Specialty Board in Medical
Education within 2 months of the trainee’s registration in the PGIM for the MD in Medical
Education. It should be completed using the format prescribed for this purpose by the
Specialty Board (Annexure IV), and endorsed by the proposed Supervisor(s).
A trainee must have at least one Supervisor for the research project. The appointment of the
Supervisor must be approved by the Specialty Board in Medical Education. He / she should be
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affiliated to the PGIM. In the event that a proposed Supervisor is not affiliated to the PGIM or
is based overseas, the trainee must be co-supervised by a Supervisor affiliated to the PGIM.
In the event that the preliminary project proposal does not meet with the approval of the
Specialty Board, the trainee is required to submit an amended proposal.
9.2. Detailed proposal

Within 6 months of approval of the preliminary project proposal, the trainee is expected to
prepare and submit a detailed project proposal to the Specialty Board for its approval.
The detailed project proposal must be completed in consultation with the assigned
supervisors, using the format prescribed for this purpose by the Specialty Board (Annexure
V), and endorsed by the approved Supervisor(s).
Each proposal shall be reviewed by two experts appointed by the Specialty Board. The trainee
may be required to amend the detailed proposal, if the reviewers so recommend.
9.3. Monitoring progress

Upon receiving the Specialty Board’s approval of the detailed project proposal, the trainee is
expected to implement the project under the guidance of the approved Supervisor(s), and
after obtaining ethical clearance from the PGIM Ethics Review Committee or any other ERC
as required. During the period of data collection, analysis and thesis writing, the trainee must
submit progress reports and make a short presentation to the Specialty Board at regular 6-
month intervals. Progress reports should be completed using the format prescribed for this
purpose by the Specialty Board (Annexure VI), and endorsed by the approved Supervisor(s).
This progress report is expected to include the recommendations made by the Specialty Board
after each presentation and the trainee’s plan for incorporation of each recommendation.
The progress report should be endorsed by the Supervisor(s) and submitted to the next
meeting of the Specialty Board.
In the event that the Specialty Board is of the view that the progress of the trainee is
unsatisfactory (based on the 6-monthly presentation to the Specialty Board), the Board will
inform the supervisor, who will be expected to counsel the trainee, and discuss possible
remedial measures to be implemented during the next 6 months.
Trainees are also expected to comply with the standard PGIM requirements for Multi-Source
Feedback from academic, administrative and support staff, fellow trainees, and students
registered for a programme of study in the training centre.
9.4. Submission of thesis

The thesis cannot be submitted earlier than three (3) years after registration for the MD and
not more than five (5) years after registration.
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Candidates are required to give notice of intention to submit the thesis, through the
Supervisor(s), three months prior to the intended date of submission.
Upon completion of the thesis, the candidate is expected to submit three print copies and an
electronic copy in the form of a pdf file on CD, to the PGIM. The MD thesis is expected to be
approximately 30,000 – 60,000 words in length, and conform to the format prescribed by the
Specialty Board for this purpose (Annexure VII).
The MD thesis must be endorsed by the Supervisor(s) as being the candidates’ original work.
The candidate must include a declaration in the thesis that the work has not been submitted
for any other research degree.
The supervisors are required to submit an independent report (according to the format
provided in Annex VIII), which will be made available to the MD examiners at the viva voce
examination.
10. REGISTRATION FOR MD EXAMINATION
The trainee should have fulfilled the following criteria in order to be eligible for the MD
examination:
i. Completed not less than three years and not more than five years from the date of first
registration for MD training; and
ii. Submitted evidence of successful completion of the following requirements
a. assignments for each of the four supplementary modules, and
b. the PGIM’s generic module on Professionalism, and
c. the PGIM’s Multi-Source Feedback scheme.
iii. Submitted satisfactory progress reports from the Supervisor to the Specialty Board for
the period of training
iv. Submitted the thesis through supervisors appointed by the Specialty Board (as
described above in Sections 6 and 9)
Apart from the time frame specified in (i) above, candidates are not required to meet a
specific deadline for submission of the thesis.
Three hard copies and a soft copy of the completed thesis must be submitted along with the
completed application for the MD (Medical Education) examination and a Thesis Assessment
Fee.
A candidate who fulfills all criteria stipulated in paragraphs (i) – (iv) above, and who has paid
all the fees stipulated by the PGIM, will be required to defend the thesis at an examination
conducted not less than 3 months after, and not more than 6 months from the date of
submission of the thesis.
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11. MD EXAMINATION
11.1. Appointment of examiners

The MD thesis will be examined by a Board of Examiners, which must have two experts in
Medical Education, at least one of whom shall be from overseas. The Board of Examiners must
be approved by the Specialty Board in Medical Education, the Board of Study in
Multidisciplinary Study Courses, the Board of Management and Senate of the University.
11.2. Evaluation of thesis

The MD thesis shall be assessed independently by each examiner using a pre-determined
format (Annexure IX).
11.3. Defense of the thesis

The candidate shall defend the thesis at an examination conducted by the PGIM not less than
3 months from the date of submission of the thesis. The overseas examiner may be present
at a remote location, and linked to the PGIM via a video conference facility.
11.4. Acceptance of thesis

After the candidate has defended the thesis, the examiners shall reach a consensus regarding
the examination outcome, which shall be one of the following:
• accept with no corrections;
• accept with minor revisions;
• re-submit after major revisions.
In the event that the examiners recommend that the thesis may be accepted with no
corrections, the candidate will be deemed to have passed the MD in Medical Education
effective from the date of submission of the thesis, subject to confirmation by the Senate.
In the event that the examiners recommend that the thesis may be accepted with minor
revisions, the candidate will be informed of the corrections recommended by the examiners,
and granted a period of not more than 3 months to carry out such corrections. The corrected
thesis must be submitted to the PGIM along with an endorsement by the Supervisor(s) and
the local examiner that the required corrections have been carried out satisfactorily. Such a
candidate will be deemed to have passed the MD in Medical Education effective from the
date of first submission of the thesis, subject to confirmation by the Senate.
In the event that the examiners recommend that the thesis should be re-submitted after
major revisions, the candidate will be informed of the revisions recommended by the
examiners, and granted a period of not more than 6 months to carry out such revisions. The
revised thesis must be re-submitted to the PGIM along with an endorsement by the
Supervisor(s) that the required corrections have been carried out satisfactorily, and re-
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examined by the Board of Examiners (first re-submission). Upon their recommendation that
the thesis has been revised to their satisfaction, the candidate will be deemed to have passed
the MD in Medical Education effective from the date of re-submission of the thesis, subject
to confirmation by the Senate.
In the event that the Board of Examiners deem that the thesis has not been revised to their
satisfaction, the candidate will be permitted to re-submit the thesis again, and granted a
period of not more than 6 months to carry out the required revisions. The revised thesis must
be re-submitted to the PGIM and re-examined once more by the Board of Examiners (second
re-submission). Upon their recommendation that the thesis has been revised to their
satisfaction, the candidate will be deemed to have passed the MD in Medical Education
effective from the date of second re-submission of the thesis, subject to confirmation by the
Senate.
A candidate shall be permitted to re-submit the MD thesis on not more than two occasions.
In the event that the candidate fails to satisfy the Board of Examiners after the second re-
submission, such a candidate shall be deemed to have failed the MD in Medical Education.
A candidate who has failed the MD in Medical Education shall be required to leave the training
programme.
12. REQUIREMENTS FOR AWARD OF MD MEDICAL EDUCATION
A candidate shall be deemed to have fulfilled the requirements for award of the MD in
Medical Education in the following circumstances
(a) The examiners have accepted the thesis with no corrections
(b) The examiners have accepted the thesis subject to minor corrections and such
corrections have been carried out as stipulated in section 11.4 above
(c) The examiners have recommended that the thesis be re-submitted after major
revisions and such revisions have been carried out as stipulated in section 11.4 above.
13. POST MD TRAINING
Local training
After passing the MD in Medical Education, the trainee must undergo further training for at
least one year in a PGIM accredited training centre different to the pre-MD training
placement, under a named supervisor. At least six months of this period should involve
working on a workplace- based educational programme offered by a clinical, community or
laboratory-based department in the same institution. A co-supervisor from this department
will be appointed for this period.
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During this period, the trainee is also expected to carry out a critical evaluation of a medical
/ health professions educational programme and write a report on it as described in Section
B of Annexure II.
The supervisors, the centre and the nature of work to be undertaken by the trainee must be
approved by the Specialty Board. The main supervisor is expected to submit regular 6-
monthly progress reports to the PGIM during this period.
Overseas training
The trainee is expected to undertake at least one year of work in teaching, research and/or
educational planning in accordance with the training outcomes of the programme in Medical
Education at an overseas centre, under the supervision of a designated expert. The
supervisor, the centre and the nature of work to be undertaken by the trainee must be
approved by the Specialty Board prior to the trainee’s departure to take up the appointment.
Overseas training should commence only after completion of at least 6 months of local post-
MD training.
During the period of local and overseas training undertaken after passing the MD Medical
Education, the approved supervisors are required to submit progress reports at regular 6-
month intervals as prescribed by the Specialty Board. The progress reports shall be completed
using the format prescribed for this purpose by the Specialty Board (Annexure X).
14. PRE-BOARD CERTIFICATION ASSESSMENT AND BOARD CERTIFICATION
Upon completion of the prescribed period of post-MD training, the trainee should apply to
the PGIM for Board Certification in Medical Education, together with portfolio prepared
based on local and overseas training in compliance with the guidelines provided by the
Specialty Board (Annexure II). The portfolio shall be examined by three examiners (one of
whom is a non-medical educationist) appointed by the BOS for this purpose, who will also
conduct a viva voce examination of at least 30 minutes duration on the contents of the
portfolio. The trainee will also be expected to make a presentation to the Specialty Board on
work undertaken during the period of post-MD training.
15. ELIGIBILITY FOR BOARD CERTIFICATION
A trainee who has fulfilled the following criteria shall be deemed to be eligible for Board
Certification:
(a) Satisfactory completion of one year local and one year overseas training in units
approved by the BOS.
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(b) Local and overseas supervisors appointed by the Specialty Board have submitted
satisfactory progress reports
(c) Passed the Pre-Board Certification Assessment conducted by the Specialty Board.
16. RECOMMENDED READING
Textbooks
• Miller MD, Linn RL, Gronlund NE. Measurement and assessment in teaching. 2008
• Cohen L, Manion L, Morrison K. Research Methods in Education, 5 th edition. 2000
• Dent JA & Harden R. A practical guide for medical teachers, 2nd edition. Elsevier, 2009
• Bandaranayake R. The integrated medical curriculum. Radcliffe Publishing 2011
ASME Publication Series: Understanding Medical Education

• Educational leadership by J McKimm & T Swanwick
• Work-place based assessment in clinical training by JJ Norcini
• Qualitative research in Medical Education by L Lingard & TJ Kennedy
• Principles of curriculum design by J Grant
• Problem-based learning by MA Albanese
• Teaching and learning in medical education – how theory can inform practice by DM
Kaufman and KV Mann
• Selection for medical education and training by F Patterson and E Ferguson
• Thinking about research: frameworks, ethics and scholarship by J Illing
• Inter-professional education by D Freeth
• Formative assessment by D Wood
• Evaluation: improving practice, influencing policy by D Wall
• Managing remediation by D Cohen, M Rhydderch, I Cooper
• Self-regulated learning in medical education by CB White & LR Gruppen
• Structured assessment of clinical competence by KAM Bouriscot, TE Roberts and WP
Burdick
• Learning medicine from the humanities by JJ Gordon and HM Evans
AMEE Education Guides

• The core curriculum with options or special study modules by RM Harden and M Davis
• Task-based learning: an educational strategy for undergraduate, postgraduate and
continuing medical education by RM Harden JM Laidlaw, JS Ker and HE Mitchell
• Learning in small groups by J Crosby
• Assessment of clinical competence using the Objective Structured Long Examination
Record (OSLER) by F Gleeson
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• The use of real patients, simulated patients and simulators in clinical examinations by
JP Collins and RM Harden
• Outcome-based education by the University of Dundee
• Study guides: their use and preparation by RM Harden, JM Laidlaw and EA Hesketh
• Standard setting in student assessment by MF Ben-David
• Refreshing lecturing: a guide for lecturers by G Brown and M Manogue
• Workplace-based assessment as an educational tool by J Norcini and V Burch
• e-Learning in medical education by R Ellaway and K Masters
• Teaching in the clinical environment by S Ramani and S Leinster
Recommended periodicals
• Medical Education
• Medical Teacher
• Academic Medicine
• South-East Asian Journal of Medical Education
17. PROSPECTUS REVISION TEAM

• Prof Madawa Chandrathilake
• Dr Sunil de Alwis
• Prof Nilanthi de Silva
• Dr Avindra Jayawardene
• Dr P T Jayawickramarajah
• Prof Indika Karunathilake
• Prof Kosala Marambe
• Dr Rohana Marasinghe
• Dr Thiyahiny Navaratnaraja
• Dr Asela Olupeliyawa
• Prof Jennifer Perera
• Dr Gominda Ponnamperuma
• Dr Pandula Siribaddana
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ANNEXURE I - DETAILS OF MODULES
Module 1. Critical evaluation of Medical Education literature and writing a review

Course outcomes
At the end of the course the trainee should be able to:
1. Recognize the role of a review in the advancement of knowledge.
2. Use appropriate sources to collect literature evidence on Medical Education.
3. Categorize the literature evidence based on appropriate parameters such as
relevance, scientific rigor, impact, etc.
4. Identify an appropriate format for a review.
5. Write a review related to Medical Education.
6. Review a review critically.
Content
1. Literature search methods
2. Criteria/features of a good review
3. Literature review methods (qualitative and quantitative)
4. Referencing systems.
Teaching and learning methods

• Lecture discussions
• Face-to-face, supervised, hands on small group/individual sessions
Assessment:
The trainee will be required to present (at a journal club meeting) a critical evaluation of a
paper pertaining to his / her area of research, followed by a written review, to be submitted
to the designated supervisor.
The supervisor will grade the assignment using the following scale.
Grade A – Has critically applied the material learnt in the course to a practical situation. Can
justify such application with extensive and appropriate evidence.
Grade B – Has applied the material learnt in the course to a practical situation. Can justify
such application with appropriate evidence.
Grade C – Cannot appropriately apply the material learnt in the course to a practical situation.
The trainee should receive a B grade to pass the unit. If a trainee receives a C grade he/she
needs to re-submit the assignment.
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Module 2. Scientific writing and writing a thesis

Course outcomes
1. Collect background data necessary for a scientific write up.
2. Design the structure of a scientific communication, based on the house style of the
publisher or the institute to which the communication is submitted.
3. Critique the common techniques used to measure impact of a scientific publication.
4. Appraise critically a scientific communication paying special attention to issues such
as scientific validity and plagiarism.
5. Write a scientific communication.
Content
1. How is scientific writing different to non-scientific writing?
2. Types of scientific publications; e.g. conference communications, journal articles,
theses and dissertations, scientific reports and letters, grant proposals, ethics
applications.
3. Features of a good scientific communication.
4. Writing style.
5. Creativity versus plagiarism.

Assessment:
The trainee will be required to submit a 250-word abstract based on a selected part of the
MD research project, for presentation at a scientific conference approved by the specialty
board. Acceptance and the presentation of the abstract will be considered as evidence of
satisfactory completion of this assignment.
Module 3. Effective Communication

Course outcomes
1. Network widely to promote research ideas and to engage in cross-border and multi-
disciplinary research.
2. Distinguish and adopt appropriate styles of communication when communicating
scientific information with different audiences; e.g. general public, scientific
community of the same specialty, scientific community of different specialties,
professionals with non-scientific backgrounds.
3. Select an appropriate method to deliver information; e.g. press releases, interviews,
reports, web blogs, etc.
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4. Make written and oral presentations to disseminate scientific information.

5. Evaluate a scientific communication.
Content
1. Basic principles of communication
2. Methods of communication and their appropriate use
3. Types of communication; e.g. oral versus written communication, verbal versus non-
verbal communication
4. Resources for communication and their appropriate use
5. Ground rules of a good scientific communication

• Oral presentation of information, networking through web
Assessment:
The trainee is expected make oral presentations on the research project and its progress 6
monthly (15 minutes per presentation). In addition, is expected to make presentations in
scientific forums, discuss with colleagues in medical education and obtain feedback during
the training period.
The 6 monthly presentations will be assessed using a checklist by at least two members of the
specialty board other than the trainee’s supervisors. The average mark/ agreed criteria of 3
such assessments will be considered for final grading.
Grade A – Has critically applied the material learnt in the course to a practical situation.
Grade B – Has applied the material learnt in the course to a practical situation.
needs to repeat the assignment, which is an oral presentation.
Module 4. Advanced topics in medical education informatics

Course outcomes
1. appreciate the changes occurring in medical education with the infusion of innovative
technologies with special emphasis on virtual, augmented and mixed reality
technologies
2. Theorize the adoption of ICTs in medical education in view of forming a systematic
approach towards implementing such technologies
16
3. Discuss challenges and means of overcoming such challenges when implementing

technology mediated learning and blended learning programs in medical education
4. Design technology mediated and blended learning programs for medical education
towards fulfilling the needs in low resource contexts
Content
1. Introduction to ICT and Blended learning in Medical Education
2. Creating alternate reality in medical education
3. Problematization and theorization of technology adoption in higher education
4. Technology Implementation strategies and pitfalls in medical education
5. Technology mediated learning and blended learning in low resource contexts

Assessment:
The assignment topic will be announced by the course coordinator during the course. The
trainee is required to write an assignment and submit to the PGIM. The course tutors will
grade the assignment using the following scale.
Grade A – Has critically applied the material learnt in the course to a practical situation. Can
justify such application with extensive and appropriate evidence.
Grade B – Has applied the material learnt in the course to a practical situation. Can justify
such application with appropriate evidence.
needs to re-submit the assignment.
17
ANNEXURE II – PRE-BOARD CERTIFICATION ASSESSMENT PORTFOLIO
Contents of portfolio
1. Subject expertise:
• Progress reports from supervisors (essential, should be according to
prescribed format)
• Evidence for the development of teaching / learning material
A. for classroom / laboratory use AND
B. for use in clinical / community setting
e.g. The trainee should design, develop and implement a teaching / learning
event, activity or object, or study guide in collaboration with relevant subject
experts. At least one material for each of the above categories (A and B) should
be included. These materials can be practice-based (e.g. interactive lecture),
Pen & paper based (e.g. Tutor guide for a PBL session) or Computer-based (e.g.
Moodle-based leaning objects). The material produced should be evaluated at
least by obtaining the reactions of clients (e.g. students and tutors).
• Evidence for the involvement in the development and/or evaluation of an
assessment
e.g. providing technical assistance to develop new or to improve existing
assessment, e.g. MCQ, OSCE, Workplace-based Assessment
• Evidence of leadership / mentorship / student support
e.g. a reflective account (500 words) of a leadership / mentorship / student
support dilemma the candidate encountered during his / her post MD
training
• Evidence of ability to critically evaluate a medical / health professions
educational programme and write a report on it (See Section B below)
2. Teaching
• Evidence for undertaking a staff development activity in medical education
The activity can be face-to-face, online or paper-based. The material produced
should be evaluated at least by obtaining the reactions of clients.
• Participation in undergraduate teaching of healthcare professions
e.g. a lesson plan and student feedback
3. Research and Audit relevant to specialty

• Medical education related research papers published or accepted for
publication
• Abstracts of oral or poster presentations related to Medical Education
18
Note: Educational research conducted collaboratively with other disciplines

and well conducted educational "evaluation' reports may also be considered
in this section.
4. Ethics and professionalism

• Completed Professionalism Observation Forms (from integrated learning
component of Professionalism Strand)
• Completed Multi-Source Feedback forms during post-MD training
5. Information Technology
• Participation in training programmes / workshops
• Evidence of searching for information and application of findings in
practice
• Evidence for developing online teaching / learning and assessment
materials for learning management systems (e.g. Moodle)
6. Life-long learning
• Participation in conferences and meetings
• Membership and contribution to knowledge through academic/
professional organizations in education in advancing educational
knowledge and practice.
• Evidence of continued interest in a specific area in medical education
• Evidence and familiarity with recent literature in medical education
through subscription/ internet or access to library
7. Reflective practice
• Narration of at least one learning event experienced by the trainee, in relation
to each of the above outcomes, with reflection on what and how the trainee
learned from this experience
Portfolio assessment
The portfolio should be reviewed at least every 6 months by the local supervisor(s), with
regular feedback to the trainee on how the portfolio may be improved. When the trainee is
eligible for PBCA, 3 copies of the completed portfolio should be submitted to the PGIM
Examinations Branch.
The PBCA will take the form of a final, summative assessment of the trainee’s portfolio,
carried out by 3 independent examiners appointed by the Specialty Board in Medical
Education and approved by the Senate of the University of Colombo. The 3rd examiner should
be from outside the discipline of medical education to improve objectivity.
19
The trainee will be called for an oral examination, during which he/she will be questioned on
the portfolio. The trainee may be required to start with a presentation of 10 – 15 minutes, on
the post-MD training if the Board deems it appropriate.
The overall assessment will be based on each of the main sections, which should be assessed
as satisfactory or not on an overall basis.
If the examiners are of the view that the trainee’s performance is unsatisfactory, and the
trainee should not be given immediate Board Certification, the examiners must provide the
trainee with written feedback on how the portfolio should be improved in order to reach the
required standard. The trainee should then re-submit the portfolio within a specified period
of time (up to 3 – 6 months), and face another oral examination based on the re-submitted
portfolio. If the trainee is successful at this 2nd oral examination, the date of Board
Certification should be backdated as done routinely. If unsuccessful again, the date of Board
Certification will be the date of passing the subsequent PBCA following further training for a
minimum period of six months in a unit selected by the Board of Study.
Section B. Critical evaluation of a medical / health professions educational programme

Expected learning outcomes
1. To describe the basic principles of evaluating a medical education course
2. To plan an appropriate evaluation for a given course based on the above principles
3. To conduct an evaluation with the involvement of stakeholders of the course
4. To formulate a report based on the principles of providing constructive feedback
5. To negotiate recommendations of the evaluation with stakeholders and prepare an
action plan
Content
• Principles of course evaluation and role of a medical educator in a course evaluation
• Planning a course evaluation
• Involvement of stakeholders in evaluation
• Formulating an evaluation report
• Negotiating with stakeholders on the implementation of recommendations
Teaching / Learning methods

• Case presentations and discussions
Assessment
Part A:
• This part of the assignment is focused on objectives 1 -4
20
• The candidates are expected to formulate a report after evaluating a small medical /
health professions education course / workshop. The report should be endorsed as
satisfactory by the supervisor.
Part B:
• This part of the assignment is focused on objective 5
• After receiving the feedback, the report should be improved. The recommendations
of the report should be negotiated with relevant stakeholders in a face-to-face
meeting in the presence of the supervisor to formulate an action plan. The report
should be endorsed as satisfactory by the supervisor, and included in the trainee’s
portfolio.
21
ANNEXURE III - PGIM GUIDELINES FOR SUPERVISORS OF THESISS / THESES
Introduction
A supervisor plays a key role in the student’s professional development, inculcating the
scientific approach, and ethics of research. Practically, a supervisor is responsible for
providing help, support and mentoring of a postgraduate student in order to enable the
student to complete the research and produce a thesis to the best of the student’s ability.
Supervisor behavior needs to reflect varying levels of direction and facilitation. The supervisor
should possess recognized subject expertise, skills and experience to monitor, support and
direct student research and the final preparation of the thesis / thesis.
Roles and responsibilities

1. Ensure development of good rapport with the student and a conducive environment.
2. Be familiar with the guidelines on the format of the thesis and PGIM rules /
regulations.
3. Ensure that the administrative requirements are met with.
4. Ensure that the student is aware of and complies with PGIM, University and
Institutional and other internationally accepted policies and regulations regarding
relevant safety procedures and ethics.
5. The supervisor should have good knowledge of the student’s subject area.
6. If a student’s work goes outside the supervisor’s field, the student should be put in
touch with another specialist who could help.
7. Ensure that the student chooses an appropriate topic, draws up the research proposal
and completes necessary procedures for registration and ethical approval.
8. Guide the student to carry out the research project ensuring that appropriate
instruments are available and appropriate quality assurance methods are used for
data collection.
9. The nature of the supervision can be face-to-face meetings, or contact via email / fax
/ telephone and reading of submitted material.
10. There should be regular face-to-face supervisory sessions between the student and
supervisor.
11. Provide sufficient time in order to enable the student to complete the task.
12. There will probably be a need for more intensive supervision in the initial planning
stage and at the writing-up stage. However, the supervisor should meet the student
at least once a month, or more frequently when required.
13. The recommended minimum total time allocation for supervision of a full-time
research student is at least 60 hours per year.
14. The supervisor should read and critically comment on written work as it is produced.
15. Assist the student to plan their time, draw up a programme of work and monitor the
progress.
22
16. Inform the Board and make appropriate arrangements if the supervisor plans to take
more than 2 months of leave, or intimate that supervision can be continued although
on leave.
17. Inform the Board promptly (with a copy to the Director /PGIM) of issues that may arise
related to the student or research.
18. Submit a progress report every 6 months to the PGIM
19. Ensure that the student is made aware, if either progress of the standard of work is
unsatisfactory, and arrange corrective action.
20. It is the responsibility of the supervisor to ensure that the student himself has
obtained all data, and carried out the investigations / procedures and performed
relevant statistical analyses.
21. Closely monitor the research work, results obtained, and allocate sufficient time and
effort to discussion and interpretation of the students’ results. Ensure that the data
obtained by the student is accurate and reliable, and that it has not been copied from
any other source.
22. Ensure that the student has access to current literature, including local research work
in the area, and stays abreast of cutting-edge ideas in the relevant field.
23. Encourage the student to participate actively in seminars, colloquia, conferences, and
other relevant local meetings and conferences in the local training unit, or at national
level, in relevant areas.
24. Help students to develop professional skills in writing reports, papers and grant
application proposals.
25. Assist in the development of a student’s thesis from early stage of designing, until it is
written and submitted in accordance with the stipulated requirements and
regulations.
26. The supervisor should read the final copy of the thesis fully before submission and
certify that it has been written by the student and no-one else, with data collected
only by him.
23
ANNEXURE IV - FORMAT OF PRELIMINARY PROJECT PROPOSAL
PGIM SPECIALITY BOARD IN MEDICAL EDUCATION

MD IN MEDICAL EDUCATION
Preliminary Project Proposal
Section 1 (to be completed by trainee)

1. Name of trainee
2. Date of registering for MD Med Ed
3. Proposed project title
4. Brief outline of proposed project (about 250 words)
5. Signature of trainee and date
Section 2 (To be recommended by the Specialty Board)

1. Supervisor 1
a. Name
b. Designation
c. Institution
d. Postal address, Telephone number and Email address
2. Supervisor 2
a. Name
b. Designation
c. Institution
d. Postal address, Telephone number and Email address
Section 3
I hereby certify that I will supervise the above-named PGIM trainee in carrying out the
research project outlined above. I have read, and am willing to follow the PGIM’s Guidelines
for Supervisors of Research Projects / Theses.
Signature of Supervisor 1 Signature of Supervisor 2

Date Date
Section 4
Date of submission to PGIM:
Date of approval by Specialty Board:
24
ANNEXURE V - FORMAT OF DETAILED PROJECT PROPOSAL

Detailed Project Proposal
Section 1
1. Name of trainee
2. Name(s) of supervisor(s)
3. Training centre
Section 2
1. Project title
2. Background and justification
3. Objectives of study
4. Research plan
a. Study setting
b. Methodology
c. Sample size and sampling techniques
d. Outcome measures
e. Ethical considerations
f. Work plan and time lines
5. References
6. Funding for study
7. Signature of trainee
Section 3
Recommendation of supervisor(s)
Signature of Supervisor 1 Signature of Supervisor 2
Date Date
Section 4
Date of submission to PGIM
Date of approval by Specialty Board Signature of Secretary
Board of Study
25
ANNEXURE VI - FORMAT FOR PRE-MD PROGRESS REPORTS

Pre-MD Progress Reports

(to be submitted after each presentation to the Specialty Board)
Progress Report No: 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8
Section 1 (to be completed by trainee)

1. Name of trainee
2. Name of supervisor
3. Title of project
4. Date of obtaining Specialty Board approval for detailed project proposal:
5. Description of work carried out to date (in approx. 250 words)
6. Date of last presentation to Specialty Board
7. Summary of recommendations made by Specialty Board at presentation
8. Plan for implementation of recommendations made by Specialty Board
Section 2 (to be completed by supervisor)

1. Is the work on schedule?
2. Constraints in progress, if any
3. Recommendation of supervisor
Signature of principal supervisor Signature of co-supervisor

Date Date
Section 3 (to be completed by Specialty Board)
Date of receiving report

Date of tabling at Specialty Board
………………………………….
Signature of Secretary / Specialty Board in Medical Education
26
ANNEXURE VII - GUIDELINES FOR PREPARATION OF THESIS

Guidelines for Preparation of Thesis
General instructions
It is essential to start writing the thesis early and in all cases before the data collection is
complete and analyses are finalized. At the same time, you should make arrangements to
have your manuscript word-processed. Your supervisor should be consulted before you start
to write and thereafter at regular intervals. It is much easier to make corrections if the draft
is double-spaced and printed on only one side of the paper.
The past tense should be used as far as possible. To avoid much exceeding the given word
limit, it is suggested that an approximate running total is kept. The metric system and the
International System (SI) of units should be used whenever possible.
Number of copies
Three copies should be submitted to the Director/ PGIM, spiral-bound in the first instance.
One will be retained in the PGIM, one will be sent to the internal examiner and one to the
overseas examiner. After acceptance (and necessary corrections), all three copies should be
bound in hard covers (black) with the author’s name, degree and year printed in gold on the
spine. The front cover should carry the title, author’s name and year printed in gold. One copy
will be returned to the student, one retained by the supervisor, and the third housed in the
PGIM Library.
Layout
The thesis should be word-processed and printed single-side only, on A4-size photocopying
paper.
Layout of typescript
There should be 1.5” on left-hand and top margins, and 1.0” on right-hand and bottom
margins. It is especially important that the left-hand (binding) margin is of the regulatory size.
Line spacing should not be less than 1.5.
Lettering should be in Times New Roman, font size 12 or Calibri font size 11.
All pages should be numbered consecutively throughout, including appendices. Page

numbers should be inserted in the bottom right hand corner.
27
Tables, diagrams, maps and figures

Wherever possible, these should be placed near the appropriate text. Tables should be
numbered in continuous sequence throughout the thesis. Graphs, photographs, etc., should
be referred to as Figures. Each of these should also be numbered in a continuous sequence.
Colour should be avoided in graphic illustrations (unless it is essential) because of the difficulty
of photographic reproduction; symbols or other alternatives should be used instead.
Notes: Notes, if essential, should be inserted, in reduced font, at the foot of the relevant page.
If too voluminous for this to be practicable, they should be placed in an Appendix. Notes may
be typed in single spacing.
Abbreviations: Where abbreviations are used, a key should be provided.
Preliminaries
The preliminaries precede the text. They should comprise the following:
1. Title page
<Title of thesis>
<Author’s name>
MD (Medical Education)
Post Graduate Institute of Medicine
University of Colombo
<Year of submission>
2. Statement of originality: This is a declaration that the work presented in the thesis is the
candidate’s own, and that no part of the thesis has been submitted earlier or concurrently
for any other degree. The statement should be signed by the author, and countersigned
by the supervisor.
3. Abstract: This should consist of a brief summary of not more than 350 words describing
the objectives of the work, the materials and methods used, the results obtained, and the
conclusions drawn. This may be in a structured format if helpful.
4. Table of contents: The table of contents immediately follows the abstract and lists in
sequence, with page numbers, all relevant divisions of the thesis, including the preliminary
pages.
5. List of tables: This lists the tables in the order in which they occur in the text, with the
page numbers.
6. List of figures: This lists all illustrative material (maps, figures, graphs, photographs etc) in
the order in which they occur in the text, with the page numbers.
7. Acknowledgments
28
Text
The thesis should be divided into clearly defined chapters. Chapters may be subdivided and a
decimal number system can be helpful to identify sections and subsections. You should avoid
mixing the topics of the chapters, e.g. no results should appear in the Materials and Methods.
Chapter 1 – Introduction: The aim of this section is to state briefly the current position and
the reasons for carrying out the present work. Generally, only a few references should be
cited here.
Chapter 2 – Literature Review: This section should be reasonably comprehensive, and most
of the references to be quoted normally occur here. The relevant references dealing with the
general problems should be reviewed first and this is followed by a detailed review of the
specific problem. The review is in many cases approached as a historical record of the
development of knowledge of the subject. This chapter should conclude with a brief
statement of what you propose to find out.
Chapter 3 – Materials and Methods: These should be described so that a reader could repeat
all the experiments. Where specific details are available in the literature, reference should be
made to the original papers, and comments kept to a minimum. If modifications have been
made to the published techniques, these should be described in full.
Chapter 4 – Results: Much of the data should be given in tables and figures and these should
be inserted in the text at the appropriate place. The results must be fully described in the text.
It is not sufficient to merely present the tables and figures without any comment. The tables
and figures should be clear without references to the text, and this requires concise
explanations in legends. Where possible, data presented in the text should have already been
analyzed and the complete ‘raw’ figures should not be included in this section but should be
contained in tables in the Appendix.
Only data from the present work should be included in this section and in particular no
comparison should be made at this stage with results from other workers.
Chapter 5 – Discussion: The discussion is the most difficult part of the thesis to write because
the author has to compare critically the present results with those of other workers and to
draw valid conclusions from these studies. Descriptions of other workers findings which
already appear in the Literature Review should not be repeated in the Discussion. Instead,
refer to the Review.
The limitations of the study and recommendations for future research on the subject should
also be included in this chapter.
29
As your project proceeds, keep notes of your thoughts and discussions relevant to this
section.
Length of thesis: the thesis should be approximately 30,000 – 60,000 words in length.
References
These are given so that the reader can refer to the original papers for further study.
Uniformity is essential, but errors and inconsistencies are very common, and authors are
advised to check the references most carefully. Examiners will mark students down for
inconsistencies in their references, either omissions or failure to follow the recommended
format as given in the following section.
References are very important and must be complete and accurate. All literature referred to
should be listed in a consistent form and style, and must contain sufficient information to
enable the reader to identify and retrieve them.
There are different styles of citing sources, listing references and compiling a bibliography.
The Harvard style (author, date) is widely accepted in scholarly and scientific writings, and is
recommended for students on the MD (Medical Education) course.
The Harvard style

The Harvard style is often known as the ‘author-date’ system. Generally, when using the
Harvard system, a citation in your paper requires only the surname of the author (or authors)
and the year of publication. If there are only two authors give both names; for more than two
authors use et al. Citations should, whenever possible, be placed at the end of a sentence
(before the concluding punctuation). For example:
There is consistent urban bias in the provision of health services (Sawyer, 1999).
Alternatively, the author's surname may be integrated into the text, followed immediately by
the year of publication in parentheses.
Sawyer (1999) observes that ......
If there is more than one reference by the same author(s), the references should be listed
chronologically in order of year of publication. If there is more than one reference by an
author in the same year, label with lower case letter, 'a' before 'b', 'c', etc.
Other researchers (Tang 1998a; Cleg, 1999) have highlighted this inadequacy, while Tang
(1998b) argues that ......
References cited only in tables or in legends to figures should be in accordance with a
sequence established by the first identification in the text of the particular table or
illustration.
The arrangement of the references at the end of the thesis should be in alphabetical order.
30
The order of the items in each reference should be:

(a) for journal references: name(s) of author(s), year, title of paper, title of journal,
volume number, and page numbers.
(b) for book references: name(s) of author(s), year, title of book, edition, volume,
chapter and/or page number, town of publication, publisher.
Authors' names should be in roman letters, and arranged thus:

Smith, C.O., James, D.E. & Frank, J.D.
Note the use of the ampersand (&) and omission of comma before it. Where an author’s name
is repeated in the next reference it should also be spelt out in full.
The year of publication should be surrounded by parenthesis like this: (1999)
The title of the paper is then included, without quotation marks: e.g., Child health promotion
in developing countries.
The journal title should be unabbreviated, underlined, and be followed by volume number in
bold, the issue (part) number, and the page numbers (first and last page numbers). It should
read like this:
Health Policy and Planning14:1; 1-10.
Examples:
Ehiri, J.E. & Prowse, J.M. (1999) Child health promotion in developing countries: the case
for integration of environmental interventions? Health Policy and Planning14:1; 1-10.
Tuku, A.B. James, D.E. & Okada, F.C. (1999) The response of factor B to factor C.
Biochemical Journal 151:2; 1049-1053.
Harris, G.W. (1955) Neural Control of the Pituitary Gland. London: Arnold.
Sloper, J.C. (1966) The experimental and cyto-pathological investigation of neuro
secretion in the hypothalamus and pituitary. In The Pituitary Gland, eds. Harris, G.W. &
Donovan, B.T. Vol. 3. Ch.7 London: Butterworth.
Websites
Author's name (if available) must be listed first, followed by the full title of the document in
italics (underline if handwritten), the date of publication or last revision (if available), the full
http address (URL) enclosed within angle brackets, and the date of visit in parentheses
Example:
Schettler, T., Solomon, G., Burns, P. & Valenti, M. Generations at risk: how environmental
toxins may affect reproductive health in Massachusetts.
<http://www.igc.apc.org/psr/genrisk.html> (24/08/99).
31
ANNEXURE VIII - FORMAT OF SUPERVISOR’S REPORT TO THE EXAMINERS
Postgraduate Institute of Medicine, University of Colombo

MD in Medical Education
SUPERVISOR’S REPORT TO THE EXAMINERS
This is a confidential report which will be made available to the MD examiners at the viva. Each
supervisor should complete a separate report and send it under confidential cover to the Director
PGIM on submission of a MD thesis.
Name of candidate: ………………………………………………………………………………………………………………………

Title of the thesis:………………………………………………………………………………………………………………….........
………………………………………………………………………………………………………………………………………………………
Date of submission: ……………………………………………
Compliance of the work Satisfactory Unsatisfactory

submitted with the final
proposal approved by
Specialty Board:
Remarks (optional):
………………………………………………………………………………………………………………………………….……………………
………..………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………..
Quality of work as a MD Satisfactory Unsatisfactory

trainee during period of
candidature:
Remarks (optional):
………………………………………………………………………………………………………………………………….……………………
………..………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………..
Incorporation of guidance/ Satisfactory Unsatisfactory

feedback provided by the
supervisor:
Remarks (optional):
………………………………………………………………………………………………………………………………….……………………
32
………...……………………………………………………………………………………………………………………………………………
…………………..……………………………………………………………………………………………………………………………………
Authenticity of work Satisfactory Unsatisfactory

submitted:
Remarks (optional):
………………………………………………………………………………………………………………………………….……………………
……….………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………
Overall academic quality of Satisfactory Unsatisfactory

work submitted:
Remarks (optional):
………………………………………………………………………………………………………………………………….……………………
………..………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………
Name of the supervisor: …………………………………………………………………………………………..
Signature of the supervisor: ………………………………………… Date: ………………………………….
(The supervisor may attach additional pages/documents if necessary)
33
ANNEXURE IX - FORMAT FOR ASSESSMENT OF MD THESIS

ASSESSMENT OF MD THESIS
1. Candidate’s full name:

2. Title of thesis:
3. Degree sought:
4. a. Do the candidate’s findings make a contribution to the advancement of knowledge in
the field? (Give reasons)
b. Does the thesis demonstrate mature scholarship and a capacity for critical
examination and sound judgment? (Give reasons)
c. Is the thesis satisfactory in the point of language and presentation of subject matter?
d. Is the thesis suitable for publication in its present form with or without amendments?
If amendments are required, please specify.
e. Is the thesis acceptable for the degree sought?
f. Points to be raised at the oral examination:
5. Comprehensive report giving critical evaluation of the thesis.
34
ANNEXURE X - FORMAT FOR POST-MD PROGRESS REPORTS

Format for Post-MD progress reports

(To be submitted by Supervisor to Director PGIM at 6 months and 12 months)
1. Name of trainee
2. Name of supervisor
3. Training institution and unit
4. Period covered by progress report: …………….. (dd/mm/yy) to ……………… (dd/mm/yy)
5. Description of work carried out by trainee in training institution
a. Course work
b. Teaching activities
c. Research projects
d. Any other
6. Any work carried out away from main training institution?
7. Meetings / conferences / seminars attended by trainee
8. Any publications / presentations by trainee
9. Interaction with colleagues and other staff
10. Overall progress
a. General comments
b. Summary:
Highly satisfactory / satisfactory / unsatisfactory / very unsatisfactory
Signature of supervisor
Date
35

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POSTGRADUATE INSTITUTE OF MEDICINE

MD AND BOARD CERTIFICATION IN MEDICAL EDUCATION

SPECIALITY BOARD IN MEDICAL EDUCATION

Copyright © 2018 by Postgraduate Institute of Medicine, University of Colombo,

BOM Approved – 09.06.2018

3. TRAINING PROGRAMME CONTENT

3.1. Course work

The trainees must attend compulsory workshops on professionalism and research

3.2. Research project

• Show ability to analyse primary and/or secondary material;

4. TRAINING STRUCTURE, COMPOSITION AND PROGRAMME DURATION

The training programme shall consist of seven stages:

5. SELECTION OF TRAINEES / ELIGIBILITY CRITERIA

6. APPOINTMENT OF SUPERVISORS (TRAINERS) AND THEIR RESPONSIBILITIES

7. TRAINING SETTING / UNITS AND EDUCATIONAL RESOURCES (LOCAL / OVERSEAS)

9. RESEARCH PROJECT LEADING TO THESIS

9.1. Preliminary proposal

9.2. Detailed proposal

9.3. Monitoring progress

9.4. Submission of thesis

10. REGISTRATION FOR MD EXAMINATION

11.1. Appointment of examiners

11.2. Evaluation of thesis

11.3. Defense of the thesis

11.4. Acceptance of thesis

12. REQUIREMENTS FOR AWARD OF MD MEDICAL EDUCATION

13. POST MD TRAINING

14. PRE-BOARD CERTIFICATION ASSESSMENT AND BOARD CERTIFICATION

15. ELIGIBILITY FOR BOARD CERTIFICATION

16. RECOMMENDED READING

ASME Publication Series: Understanding Medical Education

AMEE Education Guides

17. PROSPECTUS REVISION TEAM

ANNEXURE I - DETAILS OF MODULES

Module 1. Critical evaluation of Medical Education literature and writing a review

Teaching and learning methods

Module 2. Scientific writing and writing a thesis

Teaching and learning methods

Module 3. Effective Communication

4. Make written and oral presentations to disseminate scientific information.

Teaching and learning methods

Module 4. Advanced topics in medical education informatics

3. Discuss challenges and means of overcoming such challenges when implementing

Teaching and learning methods

ANNEXURE II – PRE-BOARD CERTIFICATION ASSESSMENT PORTFOLIO

3. Research and Audit relevant to specialty

Note: Educational research conducted collaboratively with other disciplines

4. Ethics and professionalism

Section B. Critical evaluation of a medical / health professions educational programme

Teaching / Learning methods

ANNEXURE III - PGIM GUIDELINES FOR SUPERVISORS OF THESISS / THESES

Roles and responsibilities

ANNEXURE IV - FORMAT OF PRELIMINARY PROJECT PROPOSAL

PGIM SPECIALITY BOARD IN MEDICAL EDUCATION

Preliminary Project Proposal

Section 1 (to be completed by trainee)

Section 2 (To be recommended by the Specialty Board)

Signature of Supervisor 1 Signature of Supervisor 2

ANNEXURE V - FORMAT OF DETAILED PROJECT PROPOSAL