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COURSE PREVIEW
Course NameCourse Director:
Course Coordinator:
General: List of Course Committee Members and Departments
General: List Learning Objective of the Course
General: How are the longitudinal themes addressed?
• Evidence Based-Medicine• Professionalism and Cultural Competency• Healthcare Economics and Policy• Public Health and Prevention
How is self-directed learning promoted in your course?
Briefly describe the course’s progress toward conversion of PBL cases and facilitator notes to the new format.
General: List special features of the course.
Total Scheduled Student Contact Hours for Week of the Course
Week Large Group Medium Group
Small Group POM(must include)
Total Hours*
1
2
3
4
5
6
7
8
9
Total hours
*A basic science course plus POM cannot average more than 22 hours of contact per week, and no week can contain more than 25 hours of contact. A recorded lecture or presentation is considered student contact.
Large group: class meets together; e.g. lecture, wrap-ups, reviewsMedium group: >10 students meet in group sessions; e.g. labs, TBLSmall Groups: <10 students meet in group sessions; e.g. PBL
What are your course components* and what are the passing criteria for each component?
Course Components* Describe the minimal, satisfactory standard for each course
component.
Cognitive* List sub-component (e.g. mid-term and final exams)
Sub-components
% of component score
Total 100%
PBL Small Group Facilitator Evaluation*
Student achieves “Limited Performance” in no more than one (1) of the categories and no “Unacceptable performance” in any category. Failure of the PBL component will occur if the student achieves “ limited performance” in two of the categories or “unacceptable performance” in any category regardless of the performance level in other categories.
Other*‡
* A component is a scored activity that requires a minimal standard to pass the course, regardless of the level of performances on other component activities
A scored team element that results in all the students in a group receiving the same score cannot be considered a component, however it may serve as a subcomponent. An individual subcomponent does not require a minimal passing score ; i.e. a subcomponent cannot also serve as a component.
The cognitive component typically consists of written examinations and quizzes assessing clinically relevant knowledge acquisition and application.
‡Other course components typically address important skills that cannot be assessed appropriately by the cognitive or small group evaluation components (e.g. demonstration of technical or communication skills).
Student Assessment
How do you determine an overall Course Score?
Course Components* and any additional scored activities contributing to a course
score.
% of Course Score
Cognitive*
PBL Evaluation*
Other* (as described on previous page)
TOTAL 100
* A component is a scored activity that requires a minimal standard to pass the course, regardless of overall course score achieved.
Student Assessment
How do you determine grades? Describe the performance standards for Honors and High Pass (PC and F are determined by the student’s performance on individual course components).
Grade Performance standards (does not need to be limited overall course score)
Honors (not to exceed 15% of class)
High Pass
Pass Satisfactory performance in all course components, but does not achieve “Honors” or “High Pass” performance standards.
PC (partially competent)
Fails to achieve satisfactory performance in one course component.
Fail Fails to achieve satisfactory performance in two or more course components, or has excessive absences from required activities.
Student Assessment
Please provide the exact wording in your course syllabus that describes your components and grade determination. (This may be provided as a separate document.)
Student Assessment
Test Blueprint
Exam Lecture Lab PBL Self-study Total Items
Mid-term
Final
Other
For each high-stakes examination, please identify the source of the material coveredand enter the planned number of items on the exam from each source.
Exam # of Practice items provided to students
Mid-term
Final
Other
Practice Exams: To ensure appropriate test reliability, each major exam should have 60-100 test items.
Because the exams are sequestered, students should be provided practice items of equal quality and in sufficient quantity to cover most of the content for which the students are held responsible. As a guideline, the number of practice questions provided should be 75% of the number of exam questions.
Student Assessment
Student Feedback: Briefly summarize student ratings and comments from previous iterations(s) of the course. Also indicate plans to address any problems identified.
Course Review Feedback: Briefly discuss how the course addressed recommendations from the previous curriculum review or problems occurring subsequent to the last review.
Course Directors’ Assessment: Briefly describe the course’s greatest strengths and areas that need improvement.