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Curriculum Development: The Process

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Curriculum Development: The Process

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    1. Curriculum Development: The Process Goals Objectives

    2. USMC Training & Education Command http://www.tecom.usmc.mil/

    3. ADDIE Model ANALYSIS DESIGN DEVELOPMENT IMPLEMENTATION EVALUATION

    4. Key to Curriculum Development:

    5. Key to Curriculum Development: Learning Objectives Why are learning objectives important? Learning objectives are guides to: 1. Selection of content 2. Development of an instructional strategy and selection of instructional materials. 3. Construction of tests and other instruments for assessing and then evaluating student learning outcomes.

    6. What is the difference between an educational GOAL and an Objective? A GOAL is a statement of the intended general outcome of an instructional unit or program. A goal statement describes a more global learning outcome. A LEARNING OBJECTIVE is a statement of one of several specific performances, the achievement of which contributes to the attainment of the goal. Key to Curriculum Development: Learning Objectives

    7. PBL Case based learning - small groups of 8-9 students Team Based Learning students are provide with a clinical case / with a facilitator as part of the small group they discuss the presenting patient problem / formulate a learning plan to study concepts associated with the patient’s medical problem / and identify learning issues (these learning issues are the key characteristic of PBL) students then research their learning issue utilizing the library or online resources such as Medline or others this same small group then reconvenes to share / discuss what they discovered about the patient’s presenting problem and perhaps develop an initial (and rather inclusive) differential diagnosis progressive disclosure clinical cases are utilized, which simply means additional information is provided – like lab results, and students again develop learning issues to discuss at the next group meeting where they may begin to narrow their differential diagnosis research indicates that students develop a deeper understanding of the materials learned in this process The national boards are developing questions are now centered on case-based scenarios And, becoming accustomed to using learning issues may well help our current students to identify CME activities that are most relevant to their clinical practice, once they are in clinical practice.PBL Case based learning - small groups of 8-9 students Team Based Learning students are provide with a clinical case / with a facilitator as part of the small group they discuss the presenting patient problem / formulate a learning plan to study concepts associated with the patient’s medical problem / and identify learning issues (these learning issues are the key characteristic of PBL) students then research their learning issue utilizing the library or online resources such as Medline or others this same small group then reconvenes to share / discuss what they discovered about the patient’s presenting problem and perhaps develop an initial (and rather inclusive) differential diagnosis progressive disclosure clinical cases are utilized, which simply means additional information is provided – like lab results, and students again develop learning issues to discuss at the next group meeting where they may begin to narrow their differential diagnosis research indicates that students develop a deeper understanding of the materials learned in this process The national boards are developing questions are now centered on case-based scenarios And, becoming accustomed to using learning issues may well help our current students to identify CME activities that are most relevant to their clinical practice, once they are in clinical practice.

    8. In writing a learning objective: 1. Focus on student performance not teacher performance. 2. Focus on product not process. 3. Focus on terminal behavior not subject matter. 4. Include only one general learning outcome in each objective and not multiple outcomes. Key to Curriculum Development: Learning Objectives

    9. In writing a learning objective: 1. Focus on student performance not teacher performance. 2. Focus on product not process. 3. Focus on terminal behavior not subject matter. 4. Include only one general learning outcome in each objective and not multiple outcomes. Key to Curriculum Development: Learning Objectives

    10. In writing a learning objective: 1. Focus on student performance not teacher performance. 2. Focus on product not process. 3. Focus on terminal behavior not subject matter. 4. Include only one general learning outcome in each objective and not multiple outcomes. Key to Curriculum Development: Learning Objectives

    11. In writing a learning objective: 1. Focus on student performance not teacher performance. 2. Focus on product not process. 3. Focus on terminal behavior not subject matter. 4. Include only one general learning outcome in each objective and not multiple outcomes. Key to Curriculum Development: Learning Objectives

    12. In writing a learning objective: 1. Focus on student performance not teacher performance. 2. Focus on product not process. 3. Focus on terminal behavior not subject matter. 4. Include only one general learning outcome in each objective and not multiple outcomes. Key to Curriculum Development: Learning Objectives

    13. Learning objectives generally contain the following elements: 1) An observable task that a learner will be able to perform at the conclusion of instruction Behavior - An objective must describe the competency to be learned in performance terms. 2) The criteria that will be used to measure a learner's success Criterion - An objective should make clear how well a learner must perform to be judged adequate. 3) The conditions utilized to perform the task Conditions - An objective should describe the conditions under which the learner will be expected to perform in the evaluation situation. Key to Curriculum Development: Learning Objectives

    14. Benjamin Bloom, identified three domains of educational activities: Cognitive: mental skills Psychomotor: manual or physical skills Affective: growth in feelings or emotional areas Key to Curriculum Development: Learning Objectives

    15. From Bloom’s Taxonomy of educational objectives Knowledge: To recall and memorize Comprehension: To translate from one form to another Application: To apply or use information in a new situation Analysis: To examine a concept and break it down into its parts Synthesis: To put information together in a unique or novel way to solve a problem Evaluation: To make quantitative or qualitative judgments using standards of appraisal Key to Curriculum Development: Learning Objectives

    16. Effective health care communication presents a major obstacle for many patients.

    17. Previous studies estimated that 50% - 70% of diagnoses were dependent on the quality of data collection and integration, and that faulty data collection (poor communication between patient and provider) or integration accounted for many diagnostic errors. We emphasize, throughout medical school the need for clinical decision-making based on valid data – appropriate and valid tests and INTEGRATION OF THAT DATA with the information provided by the patient. An article by -------- indicates that if we listen to the patient he/she will tell you what is wrong with them. Understanding the literacy level of that patient, we believe, will allow for better integration of clinical data and development of a better doctor-patient relationship / a true partnership in health care. A patient with Low verbal comprehension who hears the results of a test may mistake the term “positive” to mean something good – as in HIV-positive or a positive fecal occult blood test (FOBT). Likewise, a low verbal comprehension patient may well understand the meaning of one set of directions for taking medication, but may become confused by a string of instructions (if A, then B, but if C, then D; or, do A, B, C, in this order, etc). We emphasize, throughout medical school the need for clinical decision-making based on valid data – appropriate and valid tests and INTEGRATION OF THAT DATA with the information provided by the patient. An article by -------- indicates that if we listen to the patient he/she will tell you what is wrong with them. Understanding the literacy level of that patient, we believe, will allow for better integration of clinical data and development of a better doctor-patient relationship / a true partnership in health care. A patient with Low verbal comprehension who hears the results of a test may mistake the term “positive” to mean something good – as in HIV-positive or a positive fecal occult blood test (FOBT). Likewise, a low verbal comprehension patient may well understand the meaning of one set of directions for taking medication, but may become confused by a string of instructions (if A, then B, but if C, then D; or, do A, B, C, in this order, etc).

    18. All types of communication are involved: oral, visual and written. There are, of course, various ways to look at literacy – normally, we think of it in terms of writing ability – test taking ability. That is where a literacy issue might turn up. And so, we have a number of ways to “Test” for literacy levels – some of these instruments developed specifically to assess health literacy. However, they only test writing literacy, and by implication or by generalization do we lump in visual or oral literacy. Further, these written assessments require time – office staff time, patient time, and record-keeping time. And so many physicians that I have talked with don’t bother with a written test of literacy, but attempt to make an intuitive assessment of a patient’s literacy level – often as a first impression when they walk into a clinical examination room. Are these accurate assessments? Are they validated in some way?There are, of course, various ways to look at literacy – normally, we think of it in terms of writing ability – test taking ability. That is where a literacy issue might turn up. And so, we have a number of ways to “Test” for literacy levels – some of these instruments developed specifically to assess health literacy. However, they only test writing literacy, and by implication or by generalization do we lump in visual or oral literacy. Further, these written assessments require time – office staff time, patient time, and record-keeping time. And so many physicians that I have talked with don’t bother with a written test of literacy, but attempt to make an intuitive assessment of a patient’s literacy level – often as a first impression when they walk into a clinical examination room. Are these accurate assessments? Are they validated in some way?

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