ADLT 670 – Class Session 1

Agenda for September 11

Introductions

• Blog, Syllabus, Assignments

Overview of the Course

Thomas’ et al.’s 6 Steps of Curriculum Design

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?

To remember

that students

learn from what

they do, not

what you do

My Goals for You in this Course

3

What this Course in the TiME Program Addresses

• Curriculum Design

• Learner Assessment

• In-Depth Discussion of Instructional strategies

• Delivery Platforms

• Online / Hybrid designs

• Dissemination of Curricular Innovations (scholarly pubs, presentations)

ADLT 672, Spring 2018

ADLT 676, Summer 2018

ADLT 673, Fall 2018

Major Learning Goals

EPAs Assessment Instructional Strategies Learning Objectives All aspects

EPAs

Assessing Learners

InstructionalStrategies

Learning Objectives

All Aspectsof Design

Table Polls

• Who are your learners?

• How much teaching experience do you have?

• What role do you have as a medical educator in your department?

• What do you MOST want to learn from this course?

• How do you plan to use what you learn?

Four Components of Effective Teaching

Beginning of Instruction

Knowledge of SubjectMatter

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 instructional strategies & assessment strategies

What do you want your learners to be able to KNOW or DO at the end of

your lesson, rotation, or course?

Good learning experience design requires a strong foundation

Learning Goals and Objectives

Instructional Strategies

Feedback and Assessment

In integrated course design, these three elements are in perfect harmony

Six-Step Approach to Curriculum Development

Problem Identification and General Needs Assessment

Targeted Needs Assessment

Goals and Objectives

Instructional Strategies

Assessment Strategies and Program Evaluation

In reality, curriculum development is often an

interactive and iterative, ongoing process

Interactive and

Iterative Design

Building a Solid Base of

support

Identifying

Learning Needs

Developing

Goals and Objectives

Designing

Instructional Plans

Devising Transfer of

Learning Plans

Formulating

Evaluation

Plans

Communicating Results

Scheduling Logistics

Discerning the Context

Scheduling Faculty

to Teach

Assessing Learners

Assignments

•Needs Assessment (25 points)

•Goals and Objectives (15 points)

•Instructional Strategies (25 points)

•Assessment Strategies (25 points

•Engagement / Participation (10 points)

15

Develop a General Needs Assessment

What is currently being done?

What personal and societal factors are affecting the problem?

What, ideally, should be done?

• Examine the accrediting requirements for the LCME, ACGME, and the milestones project, as well as EPAs

• Your own research into future trends and needs for medical education in your discipline

Develop a Targeted Needs Assessment Gather data about the learners for whom you will be designing your educational plan

• Expectations about scope of knowledge/skill

• Previous training and experience

• Existing characteristics about these learners

• Your own preferences / experiences with instructional approaches

Gather information about the learning environment

• Barriers, enablers

• Needs of others, i.e. clerkship, course, or program directors

• Informal or hidden curriculum

Develop Goals and Objectives

Focus on a specific group of Learners to

develop

2-3 overall “course” goals

Develop learning

objectives for what you want your

learners to be able to do

18

Instructional Strategies

Paired presentations on team/group strategies

Work in groups, 30 minutes, 5-7 slides & interactive component

Share current “best practices”

19

Assessments

Formative and Summative, “best practices”

Assignment is for pairs/triads to research and present an assessment strategy to the class based on chapters in your text

30 minutes, 5-7 slides

20

What Questions Do You

Have?

• Take a 15-minute break• Return to sit with others with learners similar

to yours• (residents, pre-clinical med students, • clinical med students, graduate students)

Provide your VCU ID badge so we can get you into the MMEC after 6 pm - will be

returned to you tonight!

Everyone set up a Rampages account

http://rampages.us

Everyone accept invitation to join our course blog

Three things we are going to do

BEFORE you leave tonight