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Course assessment is valuable to the teaching process because it allows you to identify what is “working” in the classroom, make informed revisions in future courses and record success for funding agencies and other actors. Effective teaching can be measured through different types of direct and indirect assessment. Without a doubt, any course that you have ever created includes all of these elements; however, they may not be evident in ways that inform your curriculum or others of your teaching success.
The following matrix [Table A: Learning Outcome Assessment Matrix] will guide you in the process of aligning over-arching goals, desired learning outcomes, teaching methods and assessment strategies for your course.
When developing measurable learning outcomes, consider including a combination of lower- and higher-order thinking skills. Table D provides a sample of pre- and post-test assessment content aligned with the overarching goals, desired learning outcomes and teaching methods in a learning outcome assessment matrix.
Other types of indirect assessment include informal feedback strategies (incorporating specific questions into a lesson or through the online course forum) focus groups, self-reflection assignments and individual student interviews. The Office of Instructional Development encourages a collaborative approach to the creation and production of hybrid and online courses.
Coming from the perspective that there is no "one-size-fits-all" model to any instruction, we work with faculty to not merely translate a course into a new medium, but rather redesign the course utilizing the best pedagogical practices and technology that matches the learning objectives and teaching style of the faculty.
At OID, faculty develop courses in consultation with a team comprised of instructional designers, instructional technologists, assessment specialists, and media production professionals. Offer flexibility for non-traditional students who balance job- and family-related responsibilities. In your course, consider providing students a handout of tips for succeeding in an online course.
Is the potential market reinforced by local industry or other commercial support (i.e., will employers pay for employees to take the course or program)?
What is the demography of the students in your course in terms of age, race, gender and ethnicity?
What percentage of students in your course have high-speed internet access or personal computers outside campus computing centers? Are you the default technology troubleshooter for the course, or do students have technical support staff for computer problems related to the course? What cognitive skills or abilities should students master to achieve course goals (what should they gain from the course)? Expected learning outcomes are usually articulated in between three and ten formal statements.  Set goals that are concrete and measurable, and provide clear guidance for course design. After developing course goals, consider other ancillary skills that facilitate larger content- and skill-based goals in the online environment. What technologies are available and best suited to present the content to facilitate learning?
After considering the context of the course and choosing learning and ancillary skills objectives, you can begin to develop specific content and assignments. Encourages contact between students and faculty, especially contact focused on academic content.
Respects diverse talents and ways of learning and fosters respect of intellectual diversity. Includes a well-organized course, the structure of which is clearly communicated to students. This means that the entirety of course planning should take place prior to the start of the quarter.  Although expectations, due-dates and methods of student assessment should be clearly marked in the syllabus, leave time in your schedule to trouble-shoot unexpected technological issues and address student difficulties.
Consider providing students a handout of tips for succeeding in an online course, as prepared by the Office of Instructional Development. Because online courses lack the imposed rhythm of lecture sessions or immediate peer communication, students require clear organizational frameworks in the online environment.
Modules provide a framework for both the students and instructor to gauge progress toward learning objectives. Modules may also be more comprehensive, such as this example from the University of South Florida. Educational research suggests that online students – like students in the face-to-face classroom – learn best by completing frequent assignments throughout the course rather than preparing for a small number of “high-stakes” assignments (such as a midterm and final exam).
In designing assignments and other student assessment activities, consider your learning objectives and how best to “scaffold” skills and knowledge in the course.
If you are designing a hybrid or partially-online course, consider which elements of the course can happen outside the class. Before the course begins, consider how you will communicate with students about course goals and expectations, and how students will interact with their peers.  Develop specific frameworks for this communication and provide clear guidance for students in the syllabus.
Post and discuss with students course policies and rules of conduct for email communication and threaded messageboards, if included in your course.  Some faculty also find it useful to include a FAQ section that answers common technological and organizational questions.
If an emergency occurs on a day that an assignment is due, which of the following is required in order to receive consideration from your instructor?
You must email your instructor before the due-date and be prepared to provide official and verifiable documentation. A syllabus quiz may also include scenarios that require students to apply course policies to hypothetical situations.
In courses where students and instructors do not meet in the face-to-face environment (or meet rarely, such as in a hybrid course), developing a positive and interactive community is extremely important to successful learning. Allow students to post student-to-student communication (as well as student-to-teacher) to get answers to questions:  Encourage students to discuss among themselves. Pair each student with a “buddy” in the course: The buddy system gives students a source of support in the online classroom. Encourage peer response: Post student papers online and ask each student to select a partner to critique each other’s work. Structure opportunities for personal interaction: Incorporate opportunities for students to tell you something about themselves in a "student lounge” or meeting place. Assign discussion group leaders or project team leaders to facilitate group work: Assigning team leaders is one way to ensure that students receive ample feedback. Experienced instructors note that dividing students into small groups or “discussion sections” encourages communication in online threaded discussions (much like in face-to-face discussion sections). The tone and content of student interaction is an important consideration in fostering productive dialogue and meeting learning goals. Students may also feel more comfortable in online interaction if they are provided general information on their peers in the course.
FERPA does not prevent you from assigning students to create or post content on public social media platforms outside UCLA CCLE - Common Collaboration and Learning Environment.
A second key aspect of positive interactions in the online course is the faculty-student relationship.  Faculty often struggle with developing and maintaining what experts call an active “instructor presence” in students’ online learning experience. Instructors may also consider posting an electronic portfolio (eportfolio), which presents a collection of documents, images and files.  This can introduce students to a sample of your scholarship as well as personal interests. Understanding the demography of your class allows you to develop more effective instructor-student relationships. In the second segment of the pre-course survey, the instructor may prompt students to respond to open-ended questions on topics relevant to the course.  It may be useful to learn more about students’ background or personal investment in course topics, or their starting knowledge level.
For informational videos on course design, see the UCOE Webinar Series sponsored by the University of California Online Education. Eberly Center for Teaching Excellence & Educational Innovation at Carnegie Mellon University.
This Handbook provides instructions, information and reference material related to the work of panel members and to the IME process.
Issues affecting the health of immigrants and the immigration process itself are subject to change. Client A foreign national who is seeking to enter Canada, and in accordance with the Immigration and Refugee Protection Act and its Regulations, is required to submit to an IME. Clinic staff Persons who are working in the panel member’s clinic and may be involved in the immigration medical process. EDE Excessive demand exempt is a category of client who is exempt from assessment of excessive demand.
ELISA Enzyme-linked immunosorbent assay, also known as enzyme immunoassay, which is a blood test for HIV.
Furthered cases Cases that require supplemental medical reports to complete the medical assessment.
Guardian A legal guardian is a person who has custody or who is empowered to act on behalf of another person and has been recognized as such by the competent authorities in the jurisdiction where the status was either recognized or granted.
Handbook This Handbook is the standard reference for the orientation and training of panel members.
IFHP Interim Federal Health Program: a program funded by CIC that provides limited, temporary coverage of costs related to health care for specific categories of people, including protected persons, refugee claimants, rejected refugee claimants, certain persons detained under the Immigration and Refugee Protection Act (IRPA) and other specified groups. IMM 0535 Medical Surveillance Undertaking Form, issued to individuals who have undergone their IME in Canada or abroad and have been determined to require medical surveillance by Canadian Public Health Authorities.
IMM 1017 An IME form containing the client’s biodata, IME grading and panel physician declaration. IMM 5544 Supplemental medical and resettlement needs assessment form providing information on the special needs a client may have while settling in Canada.
Locum tenens Medical practitioners who replace panel physicians for a short period while they are on vacation, taking training or unable to provide service for other reasons.
Panel member A general term that refers to a panel physician, panel radiologist or panel laboratories or specialists authorized by CIC to perform IME-related activities. Panel physician New term used for a medical doctor designated to perform, grade and submit IMEs.
Panel radiologist A radiologist designated to perform, grade and submit chest x-rays for IMEs. PHLU Public Health Liaison Unit, located in the Health Branch, CIC (the former term was Medical Surveillance Unit).
Protected person – In Canada People who have been determined to be protected persons by the Immigration and Refugee Board of Canada (IRB), or in a Pre-Removal Risk Assessment, and who have been granted permanent residence as a result.
RMO Regional medical office is the location of operations for medical officers who are CIC officials with responsibility for the Canadian immigration health program in a given region.
The IRPA and its accompanying regulations set out the medical requirements that clients must meet in order to come to Canada as temporary or permanent residents. In addition, the legislation sets out the grounds on which a person may be found to be inadmissible to Canada, including inadmissibility on health grounds.
The purpose of this Act is to protect the privacy of individuals with respect to personal information collected by the government and to provide individuals with a right of access to their personal information. Under the Privacy Act, all individuals have the right to the protection of their personal information held by a federal institution.
Pursuant to paragraph 8(2)(f) of the Privacy Act, Health Branch has concluded Memoranda of Understanding with certain partner countries on information sharing in order to align our network of panel members, which allows Health Branch to share information about our network with partner countries. The Access to Information Act gives every Canadian citizen, permanent resident and individual or corporation present in Canada the right to access records, in any format, held by a government institution, subject to certain exceptions.
The Act is used to access information held by the government apart from an individual’s own personal information. It is not necessary for clients to use the Act to obtain a copy of the results of their own IME. Completion of orientation, which includes reading and understanding this Handbook and participating in discussions with CIC medical personnel. Completion of training, including eMedical training where and when relevant, which may be done individually or through group activities involving several panel members in locations where they operate in geographic proximity. Designation is not a permanent status and completing the designation process does not create any contract or agency relationship with CIC. CIC immigration officials and medical officers consult one another regularly in order to determine the number of panel members required in a given location. If a panel member relocates his or her practice, that relocation must be brought to the attention of the RMO, as designation as a panel member is related to your location.
Complaints or disputes regarding a panel member’s performance may result in termination, depending on the situation. Panel members, depending on their field of work, are authorized to perform IMEs, arrange for diagnostics and investigations, and complete immigration medical forms.
Panel members performing IMEs should ensure that they meet CIC-mandated service standards and that there are no conflicts of interest in providing services. For all clients, the Canadian IME will include an examination by a panel member and a medical assessment by a CIC medical officer. The assessment of whether or not a client is inadmissible on health grounds is based on the health findings identified during the examination by a panel member. Once CIC has designated a laboratory in your area, panel physicians will be required to use this facility. The eMedical system is a Web-based system implemented by CIC and the DIAC for the electronic recording and transmission of IMEs.
Panel physicians are to provide appropriate and timely advice to the client when they discover a serious disease not known to the client. In doing so, they are to uphold professional and ethical standards by referring back to the client’s usual physician or to an appropriate specialist, upon request. The panel member discovers inappropriate activity relative to the provision of IMEs by clinic, office, laboratory or radiology centre staff. To support fraud prevention and the integrity of the IME process, panel members must confirm the identity of the client using an identification document acceptable for the Canadian Immigration medical examination. Panel members or clinic staff must also inform CIC if they suspect that clients are providing false information or attempting to falsify any aspect of the IME.
Panel members can proceed with the IME, and CIC will follow up on the concern raised about the individual’s identity and any other report of possible fraud. Panel members should help prevent fraud by educating their staff on procedures used to verify client identity (refer to Section 4.1 for additional information). Panel members must be aware that clients from some cultures may request special accommodation during the IME. Panel members should try to accommodate personal and cultural sensitivities, while keeping in mind that IME standards must be respected.
A panel member who fails to meet the IME performance standards reflects badly on the immigration medical program. If the panel member will have a locum tenens replacing him or her during extended absences, the panel member must give the RMO at least 14 days’ notice, preferably by email. Panel members cannot submit IMEs if their leave information indicates that they are on leave. Extended or repeated unapproved absences may result in termination of a panel member’s status. For personal and program integrity, they must enter leave dates directly in their personal record. The RMO will update the information in their record in order to track the leave in their system. A statement from the proposed locum indicating that he or she has read this Handbook and agrees with the standards and requirements defined herein.
Note: Prior to recommending a particular physician or radiologist as a prospective locum, the panel member must be satisfied that the proposed locum has the qualifications and experience to perform IMEs. If the RMO approves the request, a written response (by letter or email) will be sent to the panel member. The panel member must give the RMO at least 14 days’ notice, preferably by email, for every period of time where the locum will be acting on behalf of the panel member.
Panel members must ensure that the locum has adequate training in IME requirements, reporting procedures and any updates. The termination of a panel member will automatically cancel prior approvals of a locum for this panel member. English and French are the official languages of Canada and panel members must be able to communicate with Canadian officials in at least one official language.
Panel members should inform CIC of the official language they prefer to use in correspondence.
Panel members should inform CIC of the official language and any other language they speak.
Panel members should also indicate in the drop-down list in eMedical other languages they speak.
When performing IMEs, panel physicians may examine clients who speak neither of the two official languages, nor any other language that the panel physician speaks. If an interpreter is used, panel members must select and ensure that the interpreter is unbiased and has no connection to the client.
The panel member’s unique identifier should be included in all correspondence with CIC. For panel members or their locum tenens performing a paper-based IME, the unique identifier, along with their name, must be clearly readable on each Medical Report (forms IMM 1017 and IMM 5419) and on each chest x-ray. Each photo attached to the Medical Report (IMM 1017) must be stamped to confirm the identity of the client. Panel radiologists may embed this information on the chest x-ray along with other required information about the client.


Forms, documents and results of investigations required for the completion of IMEs are the property of CIC. Panel members who perform IME-related activities must follow the procedures below for copies and files as well as for original documents and information. Original documents and information related to an IME must be forwarded to the responsible RMO electronically.
Original documents and information related to an IME must be forwarded to the responsible RMO by regular mail or commercial courier and must never be given to the client for delivery to the RMO.
Panel physicians are required to keep copies and records of files for at least 2 years and in compliance with their local regulatory and licensing requirements. Regular contact will be maintained between panel members and RMOs regarding both medical and administrative issues. Written correspondence, such as letters, faxes or email, is preferred, but the telephone can be used when necessary (see Appendix I for RMOs’ addresses and contact information).
Information about IME fees, services included in the fees, clinic’s address and contact information may be included in the advertisement. On occasion, the media may become interested in the IME of a particular individual and contact the panel member for information. Panel members should never communicate confidential information they are privy to with respect to the immigration system or to individual clients. Clients may have questions about the immigration process, particularly when CIC officials request additional medical information or investigations. These questions should be addressed to the immigration or visa office responsible for the case.
If panel members have non-eMedical-related questions regarding IMEs, they may contact their RMO listed in Appendix I. Panel members who have questions about eMedical should consult the eMedical System User Guides and Quick Reference Guides.
Panel members in Canada should refer to Chapter 5 for instructions regarding requirements and fees for refugee claimants under the Interim Federal Health Program (IFHP). Clear and transparent procedures for responding to complaints and resolving disputes improve client service and the integrity of the immigration medical program. If, during an IME, a panel member has a disagreement with a client, or confusion arises or an event occurs that might compromise client service, panel members should report these incidents to the RMO. The panel member feels that reporting a one of a kind situation may benefit the program or increase other panel members’ knowledge.
Reports to the RMO should include the date of the incident, the client’s IME, UMI or UCI number and a brief description of the incident. CIC’s Health Branch will consider the opinions and viewpoints of panel members and of anyone submitting a complaint or critical comment. Health Branch officers will occasionally visit panel members to ensure the quality of their work. Failure to meet performance standards may result in termination of the panel member’s designation. Continued failure to maintain an acceptable level of performance as set out in this Handbook or in accordance with written instructions from the RMO. For serious complaints, such as harassment, sexual misconduct or illegal activities, the RMO will suspend the panel member, issue a letter summarizing the facts that gave rise to the complaint and provide the panel member with an opportunity to reply.
However, if the panel member’s designation is terminated because of performance deficiencies or complaints, there is no transition period and the termination is effective as of the date of the notification letter sent by the RMO. CIC will consider all requests for reconsideration and make every effort to provide panel members with a written reply within 30 days of the receipt of their request for reconsideration. This chapter provides panel members with a step-by-step method for completing an IME and associated forms. The IME consists of a medical history, physical examination, age-specific laboratory tests and age-specific chest x-ray.
With the launch of eMedical, the IME will be conducted, where technologically feasible, in a Web-based computer program designed for the electronic recording, transmission, processing and temporary storage of the IME and its associated results. Panel members performing IMEs in a region where eMedical has been implemented must use the system to complete and submit all IMEs. Differences between the paper process and the eMedical process have been pointed out throughout this document. IME paper forms have been redesigned to ensure consistency between eMedical IMEs and paper-based IMEs. Client photographs are essential for ensuring that there is no substitution at any time during the lifecycle of the IME and that the person who undergoes the IME is the same person who is applying for entry to Canada.
The eMedical system will include the photograph on all requisitions and referrals (laboratory, radiology, specialists and others). If the photographs do not meet the specifications, ask the client to provide new photographs before their IME can be completed.
The photograph on the Medical Report (IMM 1017) must be stamped in the top right corner with the panel physician’s ID stamp. The client must submit a passport or other identification document acceptable for the Canadian Immigration medical examination. Important: To ensure the integrity of the IME process, the same identity document must be used for all components of the IME, including laboratory, radiology and specialist referrals.
If the client provides personal details that seem inconsistent with the information on the submitted identity documents, panel members must identify the concern in the eMedical system or on the IMM 1017 – Medical Report (Client Biodata and Summary) for paper-based IMEs. Photocopies of the identification document concerned must be attached to the IME and submitted to CIC. Consent for the collection and release of IME information related to the administration of Canada’s IRPA or to the protection of the health and safety of Canadians. If a client does not give consent, the IME cannot be carried out and the panel physician must notify the responsible RMO.
Clinic staff or a panel member should review the Consent and Declaration form with the client and answer any questions.
CIC has implemented one standard form, the Medical Report: Client Biodata and Summary (IMM 1017), for all immigration categories.
EDE clients are those who are exempted from assessment of excessive demand on the Canadian health care system. Note: Panel physicians must complete and submit, either electronically or on paper, the IMM 5544 Resettlement Needs Assessment Form.
Note: EDE clients include refugees, refugee claimants and certain family classes and individuals with protected person status.
The Medical Report (IMM 1017) form is typically issued by CIC with the client information and immigration information sections completed. Clients who have been issued a Medical Report (IMM 1017) must present the form to the panel clinic when presenting themselves for their IMEs. Clinic staff will search for the client health case in eMedical using the IME# (search may also be done using client name and passport number, or UCI# or UMI#).
A live photo of the client is taken and uploaded to eMedical to verify identity throughout the life cycle of the IME. Clinic staff must attach a client photo (provided by the client) to the Medical Report (IMM 1017).
The Medical Report (IMM 1017) will be completed and submitted along with all other IME forms. Clients who are being processed as refugees overseas will have a Resettlement Needs Assessment (IMM 5544) form issued to them along with their IMM 1017 by a Visa Office (VO). Refer to the IMEI on the Resettlement Needs Assessment (IMM 5544) for detailed instructions on completing the form. UFM examinations are performed when clients report to a panel physician for their IME before a visa application has been submitted to CIC. Panel physicians must ensure that they provide the client with the proof of having completed their upfront medical examination. Since an IME is valid for 12 months, panel physicians should remind clients to submit their visa application along with the proof of having completed their upfront medical examination well before the expiration of the 12 months; otherwise, the client may have to undergo a second IME. Enter the Client personal details (mandatory fields include Title, Family name, Gender, Date of birth and Country of birth). Panel physicians will use IMM 1017B Upfront paper forms, which have been provided to them and that are pre- populated with a UMI# and a barcode (see sample form in Appendix III). Clinic staff must select the immigration category by checking the appropriate box (student, worker, visitor, family EDE or refugee claimant (in Canada only)).
Note: It is very important to ensure the correct page goes to the client and the correct page goes to your RMO. Grade A indicates that there are no abnormal findings present and no significant abnormal history.
Panel physicians must provide this information in the comments section or they may attach a report to the IME. The following table lists additional requirements when the answers to medical history questions show abnormality, whether the IME is completed in eMedical or on paper. Slideshare uses cookies to improve functionality and performance, and to provide you with relevant advertising. Since measuring teaching is clearly not an exact science, the more varied the data sources, the more useful the measurement is likely to be. Table B is an example of a completed, yet simplified matrix [Table B] for a statistics course organized according to these principles. Student A, while not achieving the same level as Student B, actually showed greater improvement as a result of teaching strategies and course instruction. These types of exercises offer instructors the opportunity to gauge comprehension of material and achievement of specific learning goals. Both Senate and non-Senate faculty have participated in this process in order to provide online courses during the regular academic year, Summer Session, and as part of System-wide Initiatives. For more information on instructional technologies and course development, contact the Office of Instructional Development. In online or hybrid course design, it is important to take into account external factors such as student demography, the context of the course and infrastructure or support structure.
For more information, see, among many online resources, the samples collected by Carnegie Mellon. Rather than attempting to "cover everything," choose content topics which support the overarching learning goals of the course. In other words, think about how to order assignments so that they build skills in a logical sequence and incrementally. Often, faculty chose to move content to online modalities and devote face-to-face sessions to collaborative exercises.  This type of instruction follows the model of the flipped classroom increasingly popular higher education.
Instructors can use a variety of methods to create community and peer-based dialogue in virtual learning environments.
You can use particular strategies to develop and monitor a respectful learning environment throughout the quarter. A “student lounge” can also be a place where students can share with each other, meet each other virtually, and learn more about each other without your presence.
If students are automatically assigned discussion sections and a corresponding teaching assistant when they register for the online class, you may consider further subdivisions within these groups. You may do this by assigning a student a color or number at the start of class and using this to assign discussion groups (for example, you could group students with odd numbers from 1-30 into group 1 during the first two weeks of the course, and numbers 1-10 and 30-40 into group 1 during the third and fourth weeks).
All opinions and experiences, no matter how different or controversial they may be perceived, must be respected in the tolerant spirit of academic discourse.
You may consider either encouraging or requiring students to post short biographies or introductory videos on the course website. When doing so, however, inform students that their material may be viewed by others and, while not explicitly required by law, acquire parental consent from students under the age of 18.  Many instructors require students to post information under pseudonyms or aliases that are tracked throughout the course to protect privacy. At the beginning of each unit, consider posting a video which provides an overview of the coming week and responds to student concerns and questions.  Instructors can also consider virtual office hours using Skype, Google Hangout or a 3-D program such as Second Life and Active Worlds. This series is designed to engage UC faculty, staff and administrators in sharing expertise on key aspects of online education.
These responsibilities include management of the panel members (including panel physicians, panel radiologists and laboratories) who perform immigration medical examinations (IMEs) in Canada and abroad. In providing these services, the RMOs rely on the IMEs that panel members conduct on clients for permanent residency and some categories of temporary residency in Canada. As part of its modernization agenda, CIC has implemented an electronic IME Web-based processing system called eMedical. Panel members may include physicians, radiologists, laboratories and other designated health care professionals involved in the IME process. All panel members must ensure that they remain familiar with it and with departmental instructions, including interim changes and updates provided by CIC. Panel members should be aware of the following legislation as it relates to immigration and the requirements with respect to medical examinations and inadmissibility on health grounds. One of the objectives is to ensure that the movement of people into Canada contributes to the country’s cultural, social, and economic interests and affirms its humanitarian commitments, while protecting the health, safety and security of Canadians. Moreover, Canadian citizens, permanent residents and other individuals present in Canada have the right of access to their own personal information held by government institutions. Subsection 8(1) states that the government institution shall not disclose personal information without the consent of the individual to whom the information relates except under the circumstances provided under subsection 8(2). Health Branch requests that all panel physicians sign a consent form to share information with other immigration health authorities.
Panel physicians are authorized to provide clients with a copy of their own IME upon the clients’ request. Based on CIC’s operational requirements, the number of designated panel members in any given location may be reduced or increased. They do not have the authority to assess or determine whether the medical conditions of clients are grounds for inadmissibility. They are also required to help prevent fraud and abuse of Canada’s immigration laws, submit to performance evaluations, follow proper procedures for absences, and use English or French in their communications with CIC.
Where necessary to establish compliance with the IRPA and the Immigration and Refugee Protection Regulations, clients will be asked to undergo further medical examinations.
In regions where eMedical is available, panel members and their clinic staff will be required to complete all IMEs and enter the results in the eMedical system, unless otherwise specified by the responsible RMO.
Panel members are expected to exhibit professional behaviour and perform their IME-related activities in a manner that is in keeping with the principles of proper medical practice and with CIC policy. Female clients, for example, may be uncomfortable with a male examiner, in which case panel members should offer to have a chaperone present during the examination.
In such cases, panel members will indicate on the examination form the type of accommodation provided and the names of other persons present during the examination.
Consequently, the panel member’s inclusion in the panel member network may be terminated.
The procedure for completing the IME is discussed in Chapter 4 and is also subject to performance evaluation. This will allow the RMO to activate the locum’s P number allowing him or her to use eMedical. The panel member will then notify the locum that he or she has been authorized to provide services. This unique identifier will replace the designated medical practitioner stamp that was previously used. For panel members, the eMedical logon information will be linked electronically to the panel member’s unique identifier. When documents are sent by courier, panel physicians must ensure that the IME forms and results are sent in appropriate order (refer to Appendix V for instructions) and should retain shipment tracking numbers for six months. It may not be used for other purposes, including research, clinical studies or investigations, without appropriate consent of the client and CIC.
RMOs are the points of contact for panel members to address inquiries, questions and comments about individual immigration medical cases, examinations and about the immigration medial program.
These officials may be seeking information about local health conditions, medical resources for consular services or help with a personal medical condition. Under no circumstances should a panel member provide the media with information about a particular case.
This section explains how CIC will deal with incidents, complaints and quality assurance concerns. Complaints regarding the IME and related services may arise from clients or other persons outside CIC. While the panel member’s designation is suspended, IME activities by the panel member cease until the panel member is notified that he or she has been reinstated by CIC. If the response is deemed satisfactory, the panel member will be informed of the decision and be reinstated with appropriate recommendations. Panel members should send written notification to the RMO, including the anticipated date on which activity will cease. Photographs must be attached and submitted with the IME whether the IME is completed in eMedical or on paper. Clients who are eligible for UFM examinations will not have a Medical Report (IMM 1017) issued by CIC nor will they have an existing file in the eMedical system.


Note: For refugee claimants in Canada, select the category family EDE, and scan and attach the document provided by the client. Guidelines for developing and assessing student learning outcomes for undergraduate majors. You may want to organize topics to build increasingly-complex skills, ideas and applications throughout the quarter.
Using a Table of Contents layout design help students access materials and understand the structure of the course. In “flipped” learning, students view lecture material at home (in pre-recorded videos) and participate in interactive activities and coursework during face-to-face lecture sessions.
Part of the responsibility of the team leader should be to report to you frequently on the progress of the team.
Depending on the size of your course and your teaching support team as well as your learning outcomes, you may also choose to require that students rotate as “discussion leaders” in online discussion.
You are encouraged to comment, question, or critique an idea but you are not to attack an individual. Our differences, some of which are outlined in the University's nondiscrimination statement below, will add richness to this learning experience. Free video programs such as Animoto or Flixtime allow students to mix images, music and text in a short video.
This includes items such as the student's name, names of family members, addresses, personal identifiers such as social security numbers, and personal characteristics or other information that make the student's identity easily traceable. The online learning idea book: Proven ways to enhance technology-based and blended learning. Health findings on the IMEs allow CIC medical officers to make recommendations on the medical admissibility of persons requesting entry to Canada. The information to be shared will not be related to individual clients or a specific type of care; rather it will be generic information concerning administrative (such as email, contact addresses) and operational activities (such as electronic capabilities, locations) as well as information gathered during evaluations, assessments or onsite visits by CIC officers.
Upon examination of the new location of the practice and an assessment of the operational requirement for panel members in that location, the affected panel member will be informed of a decision confirming his or her status and given an opportunity to respond. More specifically, panel members do not have authority to give clients an opinion on their medical admissibility. The panel member’s unique identifier will be embedded electronically in each IME or chest x-ray they submit through eMedical.
The eMedical logon ID must not be disclosed to any other person or used by any other person to submit IMEs or chest x-rays. Such requests are not related to the immigration medical program and panel physicians may respond to these inquiries as they choose.
Consequently, the fees for IMEs may vary from country to country and even within a country.
In addition, CIC personnel may provide critical comments or notifications of errors, performance issues or situations of concern regarding the IME and related services. If the response is unsatisfactory, the panel member’s designation will be terminated.
Panel physicians who are terminated because of operational needs will be notified in writing by the RMO at least 30 days prior to any such change in the network. Only in the event of a system outage should paper IMEs be used by eMedical-enabled panel members.
If the client or clinic staff completes it, the panel physician must review and confirm the information provided. Please consider that sarcasm and humor can be misconstrued in online interactions and generate unintended disruptions. Continuing to engage the online learner: Activities and resources for creative instruction. Panel members working in countries where eMedical is implemented will need to complete and transmit all IMEs through this Web-based system.
In all cases, the online version of the Handbook will be the most current and is the version that should be consulted. Questions and information on specific cases should always include identification details, such as the IME, unique medical identifier (UMI) or unique client identifier (UCI) number along with the client’s date of birth. If a panel member is completing a paper-based IME that must be mailed to the RMO, he or she should discuss the method and cost of sending the documents with the client beforehand. Affected panel members will receive a letter of concern from the RMO and be given an opportunity to reply to the complaint.
In all cases, however, be sure that you or the teaching team provides a consistent presence in the forum.
To avoid possible breaches of confidentiality, information requests should never identify a client by name. In accordance with the principles of natural justice and procedural fairness, privacy rules will not be breached when sharing the content of the complaint. These interactions with students on a course in the pharmacy program, brought about situations involving dilemmas and learning opportunities for problem-solving and decision-making skills. Analysis of the records from classroom observation and the interviews with students and the teacher showed the fundamental role of such reflective processes, which led to attainment of the intended objectives. Since the theoretical reference point used was reflective teaching practice, the text firstly presents remarks regarding the theory to illustrate the concepts worked on, and to place this study in its context. Thus, the text starts with a comparison between technical rationality and practical rationality and describes what reflective practice is. The reflective processes are then presented, followed by a brief description of the postmodern scenario and its characteristics, which have brought new tasks and responsibilities for teachers.
After introductory remarks, the text then presents the results from an investigative study: objectives, methodology, results, discussion and final remarks.
From this point of view, there is a clear separation between theory and practice: only after contact with scientifically proven truths (the so-called core facts) are students capable of applying the acquired knowledge (Pedroso and Cunha, 2008).
This is based on action and reflection together, in a process named reflective practice (Kinsella, 2006). In this manner, in addition to theoretical knowledge, there is also knowledge that originates from practice itself, and this knowledge may be useful for reinventing wisdom, creating new techniques and reassessing practices (Alarcão, 1996). Therefore, there is constructivist value in practice, and this can be used to modify or improve the rules and processes evaluated by science (technical rationality). Knowledge-in-action is a type of knowledge that is not derived from any intellectual operation and is embedded within the action itself. Reflection-in-action is triggered in situations of doubt, when unexpected situations are encountered.
Subsequently, after the action has been completed, it is possible to think about what happened and how the action was undertaken, in an evaluative process named reflection-on-action. The availability of knowledge through the internet (Abreu and Nicolaci-da-Costa, 2003), together with the speed of information renewal in the postmodern era, has challenged the universality of knowledge that is postulated through positivist ideas.
Thus, real problems increasingly present new, interactive, uncertain, polemical and polysemic characteristics, including in the field of pharmacy (Chaud, Gremião and Freitas, 2004), which is the focus of the present study. This picture contrasts with the curriculum structure prevailing in universities (Lima, Castro and Carvalho, 2000), insofar as the latter compartmentalizes and crystallizes knowledge into disciplines. In this way, there will be a greater possibility of clarifying the objectives to be achieved and selecting, from among the diversity of means, the most appropriate one for meeting these objectives. Knowing how to solve problems is just one of the essential characteristics for entering the current job market, which also requires people who know how to communicate, make decisions and work in groups (Petit, Foriers and Rombaut, 2008a, 2008b). For students to attain these objectives, which requires them to develop complex capacities, such as problem-solving and acting in cooperation with other people, teachers need to develop competencies that allow them to plan and successfully apply the curriculum components.
For example, this includes clearly defining the objectives, the material content to be explored and what should be excluded, and the methodological and evaluative strategies (Zabalza, 2004; Zabalza, 1998). For this, it is fundamental to maintain attitudes and habits of reflecting on classroom practice. Nonstop production of new information requires teachers and students to develop critical awareness (Freire, 1997) and learn to think and reflect on what has been learned and what has been done in practice. The reflective processes of knowledge-in-action, reflection-in-action and reflection-on-action are manifested by teachers (or tutors, as they were called by Schön, 1983) and by students, and they can be stimulated through facing situations of dilemmas. In the view of Zabalza (1994, p.61), dilemmas are "the entire set of bipolar or multipolar situations that are presented to teachers over the course of their professional activities". Such situations can be either bipolar or multipolar because, in the first case, a dilemma may present two clearly opposite choices, and in the second case, it may have a range of alternatives. Therefore, in day-to-day classroom activities, dilemmas are concrete situations characterized by a need for immediate decisions in unpredictable contexts like those of the classroom.
They should also respect students' knowledge, accept new things, reject discrimination of any type, be humble and tolerant and demonstrate professional competency and commitment (Freire, 1997).
However, there is a certain degree of consensus among authors that this term involves correct mobilization of cognitive, affective and, sometimes, psychomotor characteristics (Perrenoud, 2002). Oral and written reports on reflection-in-action and reflection-on-action are important for improving classroom practice, and they also enrich the production and dissemination of research. Furthermore, collective reflection among teachers is a question of habit and training in exchanging experiences through meetings, which may be the starting point for institutional changes. In addition, the issue of theory in teacher training is an integral part of the curriculum and focuses on aspects of the teacher-student relationship for teaching and learning.
More concretely, this study sought to describe the teaching practices and reflective processes associated with these practices that would strengthen the competencies needed for university teachers to delineate the curriculum structure from the teaching objectives, with the aim of maximizing their students' learning opportunities. Thus, the aim of this study was to contribute towards reflections on the way in which teachers act in classrooms, through examining the reflective processes and competencies that guide teaching practices. This approach was chosen because it would supply data that would generate interpretations of greater significance than would the data obtained from quantitative studies.
The selection was made based on a meeting on teaching experiences that took place in a public university, within the pharmacy course. At this event, several teachers presented innovative actions that aimed to improve teaching and students' learning.
Thus, it was possible to contact disciplines that valued reflection and critical thinking. The data gathering began with observations in the classroom between August and October 2000, totaling around 45 hours of observations.
On all the days observed, the concrete ways in which activities were performed by the students were ascertained, and the activities that the teacher proposed and which could stimulate reflection were recorded. During the observation period, the students and the teacher were aware that the observer was monitoring the classes, but would not become involved in the activities (Minayo, 1999), in order that the observer would remain free to make written records.
The study subjects were the teacher of the discipline and the 32 students enrolled in the discipline. The students were selected based on information supplied by their colleagues, of the type "he's a good student", and also based on classroom observations, to gain a perception of whether such students would be consistent sources of information.
Selecting three individuals out of a total of 32 students is coherent with the qualitative approach, since this does not following sampling logic, which would be inadequate for covering all the relevant variables for the case under examination (Yin, 1994).
Thus, the number of interviewees was compensated qualitatively by drawing up a list of questions that enabled in-depth responses because they were open questions. The teacher was asked to provide the same information with the aim of data triangulation. The interviews were recorded on cassette tape and subsequently transcribed and confirmed by the subjects, to whom anonymity was guaranteed. These codes were drawn up based on the features that drew most attention over the course of the classroom observation, particularly the teaching techniques used and the dynamics of the students' and teacher's reflective processes. After the codes had been established (see Table 1), the next step was to group similar codes as topics (corresponding to curriculum components of the discipline) and then as categories (see Table 2), in order to then proceed with data interpretation in the light of the theoretical framework adopted, i.e. Furthermore, the ethical risks associated with qualitative research on education are considerable, since it involves people and thus always places privacy at risk. Traditionally, the positivists have indicated that there is a lack of rigor in such research, along with unpreparedness among researchers and subjective influences.
The greatest concern in educational research is precisely the rigor relating to preparing and conducting the study, in order to maximize the validity of the conclusions. In this manner, strategies that would provide the conditions for developing reflective processes among the students were planned and, at the same time, data that enabled inferences about the teacher's reflections were obtained. With the aim of organizing the large volume of information, the data gathered were grouped based on the curriculum components of the discipline (see Table 2). I'd like to imagine that they will be in a position to be deciding things, working on decision-making processes to participate in municipal policies in the city where they come from or where they live. In his view, students coming from the university at which he was giving this course need to adopt an active stance, be opinion formers (Saupe et al., 2005) and know how to position themselves securely in relation to polemical issues, such as transgenic food, breakage or registration of patents etc. For this reason, students need to develop the capacity to think and demonstrate a critical sense: an ability for which there is little training in traditional school life. For this reason, some situations were created (Table 1, code 2) that would stimulate students to think about their future professional action: working in groups and stimulation for reflection through solving specific problems that simulated possible real situations, such as in discussing and solving test questions and in compiling a proposal based on financial support for a project relating to fermentation processes, directed towards the future mayor (in the year 2000, the time of data gathering for this study, there were elections for the mayor and city councilors). Thus, the teacher created situations that linked the material content presented with the realities of the profession (Table 1, code 4). For example, issues relating to patients and culturing of microorganisms, etc., were discussed. Day-to-day situations were used to illustrate the professional world (mega-mergers of food and pharmaceutical companies, microbe biodiversity and fermentation products).
It was noticeable that the teacher was successful in transforming a technical subject (fermentation) into an agreeable and accessible topic for the students. The problems may be interlinked, and the subjects may encompass data from other disciplines. One widely used strategy was to form opposing groups to defend conflicting points of view, in polemical subjects like the right (or lack of right) to patent new species of microorganisms.
Because he didn't say ?Do it this way', he said ?You have to do this; you'll discover how'. Because this is how we are going to have to work from now on (Interview with a student).
From this point of view, the teacher took an ethical stance in that he respected and took into consideration individual differences between the students and sought to frame his evaluation based on this context, thereby placing value on each student's learning style.
This teaching behavior contrasts directly with the technical rationality model, which denies the notion that students have different life histories. The model maintains that they experience, develop and incorporate their experiences, cultures and talents in a single manner.  Thus, the teacher started to present the discipline with a diagnostic assessment that consisted of surveying students' prior knowledge and opinions regarding the material content of the discipline. The following are examples of questions drawn up for the diagnostic assessment: 3- You will already have heard about biotechnology through talks, speeches and various means of communication. What knowledge do you expect to acquire through the discipline of [name of this teacher's discipline] that might contribute towards your graduation? The summative evaluation consisted of a written test that was done in pairs, with consultations allowed. It caught students' attention: The classes generally aroused a critical spirit. In this way, he identified each student's weak points and was then, later on, able to provide reinforcement for those who still did not understand the subject Aug 28, 2000 - classroom observation). The teacher's belief in his students' potential was clear: I think that you're the one who has to create the experience. To decide how you are going to deal with a student who is used to being intelligent and having good marks, that is, he's intelligent in good marks. So you need to know what type of challenge he's going to make, or whether he will make any, or whether he will hide away; who he is. For this reason, I'd say that the material content doesn't matter much: you're working on other factors" (interview with the teacher).
These made it possible to direct the curriculum towards achieving the intended objectives. In this respect, the work developed by Pedroso and Cunha (2008) in relation to a nutrition course needs to be highlighted. Their report on innovative teaching experiences brought out valuable information that reinforces many of the conclusions from the present study. Within this context of instability, individuals' reflections on their own practices form a fundamental condition for departing from the sphere of certainties provided by third parties to attain other levels (Zabalza, 1994), through considering reasoned decision-making, creative debate, learning that values mistakes and doubts (Ketzer, 2007), and the courage to propose new solutions. The best teachers are more aware of their practices, and this level of awareness depends on reflection on the complex process of teaching. Exploring the use of experiential learning workshops and reflective practice within professional practice development for post-graduate health promotion students. Constructivist underpinnings in Donald Schon's theory of reflective practice: echoes of Nelson Goodman. Educating the reflective practitioner: toward a new design for teaching and learning in the professions. O professor e a boa prática avaliativa no ensino superior na perspectiva de estudantes.



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