Class 1 overview

Curriculum Design in Medical Education

ADLT 670 – Class Session 1

Class Session 1

Overview of the Course

Syllabus

Assignments

Expectations

To experience the integrated

nature of learning

experience design

To think of assessment as

something that happens

during a course to promote learning

To design with the end in

mind:

What do you want your

learners to be able to do? (backward

design)

To remember that students

learn from what they do, not what you

do

My Goals for You in this Course

3

What You’re Interested In for this Course

Curriculum Design Learner Assessment Overview of

Instructional strategies Delivery Platforms Online / Hybrid

designs

ADLT 672, Spring

ADLT 676, Fall 2015

Your Learners

71% teach medical students 78% teach residents, fellows 22% teach graduate students 14% work with other faculty

14 respondents from 17 in class

Lesson / Course

Instructor / residency

coordinator = 8

Associate Clerkship

Director = 1

Associate Program

Director = 4 (residency,

fellowship, also VAMC)

Other roles: core lecture block

for residents/ fellowship didactic course, program

developer / rotation curricula / program manager GME/ modules for

residents

Your Roles

What We Know About How Adult Learning Works

Seven Research-based Principles for Teaching

Students’ prior knowledge can help or hinder learning

How students organize knowledge influences how they learn and apply

what they know

Students’ motivation generates, directs, and sustains what they do to

learn

To develop mastery, students must acquire component skills, practice

integrating them, and know when to apply what they have learned

Goal-directed practice, coupled with targeted feedback, are critical to

learning

Students’ level of development interacts with the social, emotional,

and intellectual climate of the course to impact learning

To become self-directed learners, students must learn to assess the demands of the task, evaluate their own knowledge and skills, plan

their approach, monitor their progress, and adjust their strategies as needed.

Four Components of Effective Teaching

Beginning of Instruction

Knowledge of Subject Matter

Teacher-Learner Interactions

Management of the Learning Environment

Design of Instruction

Interpersonal and social skills

Facilitation skills, setting a goodlearning climate

Skill development

Discipline or specialty-specific

Why a TiME course in Curriculum Design?

Introduce the basic concepts

in designing a learning experience

Examine how to

write goals and

learning objectives

Illustrate alignment between

components

Consider what

makes learning

experiences

significant

Provide exemplars

of instruction

al strategies

& assessmen

t strategies

Good learning experience design requires a strong foundation

What do you want your learners to be able to DO at the end of your lesson,

rotation, or course?

Learning Goals and Objectives

Instructional Strategies

Feedback and

Assessment Situational Factors

In integrated course design, these three elements are in perfect

harmony

What do you want your learners to be able to DO at the end of your lesson,

rotation, or course?

GoalsAre written as

broad statements of purpose or

intent Answer the question, “What

do I want my learners to be

able to do at the end of my course?”

Serve as criteria for selection of

curricular components

(such as assessments &

learning strategies)

Clearly communicate

what the learning experience addresses

Serve as benchmarks

against which courses can be

evaluated

Can be considered

“broad” educational objectives

Goals Differ from Learning Objectives

Goals Learning Objectives

Can use verbs such as “understand,” “know” or “appreciate”

Are often written, The purpose of this

course is ….

Use strong, action-oriented verbs in one of three domains of learning: Cognitive Psychomotor Affective

Can also be related to process or desired outcomes of the learning experience

Traditionally, learning objectives address three things:

The desired behavior

The conditions under which the behavior is performed

The performance standards that are to be met

A well-written objective answers the question:

Who will do how much (or how well) of what by

when?

Hint: When writing your objective, begin with

“By when”

By the end of the M2 Hematology course, the student will be able to describe accurately the production, structure, intracellular contents, and function of the red blood cell.

By the end of the OBGYN suture workshop, each third year medical student be able to correctly demonstrate a one-handed knot-tie.

Examples of Learning Objectives

Assignments

Needs Assessment (25 points)

Goals and Objectives (15 points)

Instructional Strategies (25 points)

Assessment Strategies (25%)

Engagement / Participation (10%)27

Goals and Objectives

Focus on a specific group of

Learners to develop

3-5 overall “course”

goals

Develop learning

objectives for what you want

your learners to be able to

do28

Develop a Needs Assessment

Gather data about the learners for whom you will be designing your educational plan

Gather data about the needs of your field of study

Examine the educational priorities for the VCU SOM

Examine the accrediting requirements for the LCME, ACGME, and the milestones project Your own research into future trends and needs for medical education in your discipline

Instructional Strategies

Paired presentations

Choices include those listed on page 5 in the syllabus

10-15 minute presentations, 3-5 slides

Share current “best practices” and research in medical education 30

Assessments

Formative and Summative, “best practices”

Assignment is for a pair to research and present an assessment strategy to the class based on chapters in your text

30-40 minutes, 5-7 slides

31

Credits

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. S. & Norman, M. k. (2010). How learning works: 7 research-based principles for smart teaching. San Francisco, CA: Jossey Bass.

Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco, CA: Jossey-Bass.

2009 Spring Adult Gup Testhttp://farm3.staticflickr.com/2467/3793142896_59ac24e611_b.jpgPhoto taken by Tommrkr on My 2, 2009 What Teachers Can do for Returning Adult Students http://www.evolllution.com/opinions/what-teachers-can-do-for-returning-adult-students/Photo taken by EvolllutionJuly 29, 2013

Credits

DSC_7914Photo taken on May 18, 2011Taken by petrol alt gone Adult students enjoying science classhttp://www.flickr.com/photos/newmanuniversity/8186190362/Newman University

Furiously WritingPhoto taken by Vinni123 on Sept 26, 2009http://www.flickr.com/photos/60058260@N00/4048982287/

Alfred Health: Junior Medical Staff Educationhttps://www.alfredhealth.org.au/Assets/Images/2012%20SUTURING.JPG

Credits

Sunset Trianglehttp://files.maserka.webnode.sk/200000184-812bc82251/zeitgeist-addendum-eye-sun-in-triangle-hands-300x219.jpgtaken by vjesticji-ormar.blogspot.com Trianglehttp://roadtolarissa.com/triangles/and http://culturalsymbolism.files.wordpress.com/2010/12/chp_triangle.jpgJune 16, 2013