Building ……… a New Approach to Medical Education

1. Building ………a New Approach to Medical Education Frank Papa, DO, PhD Associate Dean Curricular Design and Faculty Development Michael Oglesby, PhD Year Two Program Director UNTHSC

2. How to build …….. • …….. a house? • Raw materials • Tools • People

3. How to build …….. • …..… a mind? • What are the raw materials? • What are the tools? • What types of people?

4. How to build …….. a medical mindA MEDED perspective • Materials? • Content resources (hard copy or electronic) • Tools? • Courses • Organization and sequencing of content • Instructional methods • People? • Content experts

5. How to build …….. a medical mindA MEDED perspective • Curricular models guide institutions in how to utilize content, courses and experts in the construction of medical minds • Discipline-based (1870’s – current) • Systems-based (1950’s – current) • PBL (1970’s – current) • Presentation (1990’s – current) • Papa FJ, Harasym PH. Medical curriculum reform in North America, 1765 to the present: A cognitive science perspective. Acad Med. 1999;74:154–64

6. How to build a Medical Mind:Depends on the curricular model used Content Courses Content Experts

7. How to build a Medical Mind:Discipline and Systems Perspective Content Courses Experts

8. How to build a Medical Mind:PBL and Presentation Perspective Content Courses Experts

9. How to build a Medical Mind:An Evolving Learning Sciences Perspective • The development of competence depends upon… • The construction of problem- and task-specific knowledge bases • The construction of problem- and task-specific knowledge bases begins with the acquisition of declarative knowledge followed by its progressive transformation into procedural knowledge • The progressive development of problem- and task-specific procedural knowledge requires multiple application opportunities, and, focused instructional guidance

10. How to build a Medical Mind:An Evolving Learning Sciences Perspective • Principles used to construct a new curricular model (A Problem and Task-focused, Application-oriented curriculum - PTAC) • Course design elements • Organize and teach course content within the context of clinical problems • Sequence problem-focused, instructional activities in a manner that supports the progressive development of knowledge-based competencies (Bloom’s taxonomy) • Acquisition of declarative knowledge • Comprehension (transformation into procedural knowledge) • Application (practice opportunities sufficient to develop competence) • A problem and task-focused, application-oriented curriculum: Rationale, learning sciences framework and outcomes. Papa FJ, Oglesby M, Dubin B, Putthoff S, Martin M, Gwirtz P. In review. Academic Medicine.

11. How to build a Medical Mind:Discipline and Systems Perspective Content Courses Experts

12. How to build a Medical Mind:PBL and Presentation Perspective Content Courses Experts

13. How to build a mind:A learning Sciences Perspective Content Courses Experts

14. How to build a mind:A learning Sciences Perspective Content Courses Experts

15. How to build a mind:A learning Sciences Perspective Content Courses Experts

16. How to build a mind:A learning Sciences Perspective Content Courses Experts

17. How to build a mind:A learning Sciences Perspective Courses Content Experts

18. How to build a Medical Mind:An Evolving Learning Sciences Perspective • The development of competence depends upon… • The construction of problem- and task-specific knowledge bases • The construction of problem- and task-specific knowledge bases begins with the acquisition of declarative knowledge followed by its progressive transformation into procedural knowledge • The progressive development of problem- and task-specific procedural knowledge requires multiple application opportunities, and, focused instructional guidance

19. How to build a Medical Mind:An Evolving Learning Sciences Perspective • Course design elements • Organize and teach course content within the context of clinical problems • Sequence problem-focused, instructional activities in a manner that supports the progressive development of knowledge-based competencies (Bloom’s taxonomy) • Acquisition of declarative knowledge • Comprehension (transformation into procedural knowledge) • Application (practice opportunities sufficient to develop competence) • A problem and task-focused, application-oriented curriculum: Rationale, learning sciences framework and outcomes. Papa FJ, Oglesby M, Dubin B, Putthoff S, Martin M, Gwirtz P. In review. Academic Medicine.

20. How to build a mind:A learning Sciences Perspective Content Courses Experts

21. How to build a mind:Adopting Principles Content Courses Experts

22. How to build a mind:Adopting Course Design Elements Content Courses Experts

23. Computer Assisted Tools for building a medical mind • KBIT (Knowledge Based Inference Tool) • Predicated upon three principles • Acquire problem and task (DDX) specific declarative knowledge • Transform declarative knowledge into procedural knowledge • Multiple problem and task-focused practice opportunities under (expert/AI) guidance • Papa FJ, Oglesby MW, Aldrich DG, Schaller F, Cipher DJ. Improving diagnostic capabilities of medical students via application of cognitive sciences-derived learning principles. Medical Education, 41:419-425, 2007