Bureau of Medicine & Surgery Cyclical Curriculum Reviews

1. Bureau of Medicine & SurgeryCyclical Curriculum Reviews Click to continue.

2. Please complete the modules on the five phases of instructional systems design BEFORE completing this module. IN THIS MODULE: This module covers the purpose and general processes used in Cyclical Curriculum Review (CCR) projects. 1. Definition and scope of the CCR process. 2. Roles and responsibilities in the various phases of the CCR process. 3. Broad questions addressed in each phase of a CCR project. 4. Inputs, people, and processes found in each phase.

3. TRAININGPROGRAM PURPOSE • The purpose of the Cyclical Curriculum • Review process is to insure that the • existing training program meets the • needs of the Navy Medical Department • with the least cost: • That everything that needs to be trained is trained. • That training is both effective and efficient in terms • of training outcome, methodologies, and resources.

4. TRAININGPROGRAM PROCESS During a Cyclical Curriculum Review, an existing program goes through all five phases of instructional systems design, beginning with analysis. All parts of the program are closely reviewed for: Adequacy: Is the training provided sufficient to insure entry-level performance? Is everything trained that needs to be trained? Accuracy: Is the content of the program accurate and current? Does it reflect current practice? Best practice? Training efficiency: Are training materials and methods effective and efficient? Can the training be provided in another way at less cost? Can training time be reduced?

5. ROLES AND RESPONSIBILITIES As you will see in the balance of this module, many people participate in a Cyclical Curriculum Review project. Analysis: Coordinated and directed by the training program manager (occasionally delegated to school personnel). Design: Conducted at the training command; local instructional systems specialists usually assist the course director and instructors in completing this phase. Revisions are submitted through the training program manager for approval. Development and Implementation: Both phases are conducted by the personnel assigned to the training program. Academic support personnel, including instructional systems specialists and the academic director/Head, Academics Department, provide assistance and guidance. Evaluation/Maintenance: Varies, but most often directed by local policy within BUMED guidelines; the academic director/Head, Academics Department provides standards and local instructional systems specialists assist.

6. ISD PHASES IN CYCLICAL CURRICLUM REVIEWS (CCRs): • Questions Addressed in the Analysis Phase • General: What are the components of competent • performance at the entry level for the specialty? • As applied in CCR: Have the components of competent performance at the entry level for the specialty changed? • If so: • What needs to be added to the course? • What needs to be deleted from the course? • The analysis phase involves the most diverse group of personnel and is at the heart of the CCR. The next slide shows the inputs for the analysis process, and some of the people involved. That slide is followed by a chart showing the inputs, personnel, processes, and outputs of • the analysis phase in a CCR.

7. Training Requirements Inventory, Plan for Revision or Development of Training INPUTS (Personnel) INPUTS (Documents) A N A L Y S I S Training Program Managers Occupational Stds Specialty Advisors Curriculum Documents Enlisted Technical Leaders Accreditation/Cert. Rqmts O U T P U T MTF/DTF, FMS, Fleet SMEs Tech Manuals School Personnel Billet/Job Descriptions

8. ANALYSIS: Inputs, People, Processes INPUTS Results of previous analyses Current: Job information - Occ Stds - NEC descriptions - Job/billet descriptions Accreditation reqmts Curriculum documents PARTICIPANTS Training program mgr School personnel Subject matter experts (specialists and supervisors) from: MTF/DTFs Hospitals, clinics Fleets FMSS PROCESSES Job Analysis Interviews and/or surveys Training requirements conference (“validation conference”) Training proposals MAJOR OUTPUTS: Validated training requirements inventory; summary of recommended revisions

9. ISD PHASES IN CYCLICAL CURRICULUM REVIEWS (CCRs): Questions Addressed in the Design Phase General: What knowledge, skills, attitudes must students demonstrate to satisfactorily complete the training for the specialty? As applied in CCR: Do the existing learning objectives require students to demonstrate the appropriate knowledge, skills, and attitudes to satisfactorily complete the training for specialty? Are the learning objectives written at the appropriate level? The next slide shows a chart of the inputs, personnel, processes, and outputs for the design phase in a CCR project.

10. DESIGN: Inputs, People, Processes INPUTS Training requirements inventory Training proposal Analysis documents PARTICIPANTS Training program mgr School personnel Subject matter experts (as needed) PROCESSES Design structure/scope of curriculum (units and lesson topics) Write learning or teaching objectives Design evaluation tools, items for learning objectives Assign contact hours and student:instructor ratios MAJOR OUTPUTS: Curriculum outline, student evaluation plan

11. ISD PHASES IN CYCLICAL CURRICULUM REVIEWS (CCRs): Questions Addressed in the Development Phase General: What information needs to be presented to the students? How can it best be presented to assist students to meet the objectives of the course? As applied in CCR: Does student or instructor feedback indicate a need to revise student materials or instructor guides? Do test scores indicate any area that needs revision? Are there less time-consuming ways to conduct the course as a whole or parts or the course (e.g., computer-based modules)? Are the training materials out of date? The next slide shows a chart of the inputs, personnel, processes, and outputs for the development phase in a CCR project.

12. DEVELOPMENT: Inputs, People, Processes PARTICIPANTS School personnel INPUTS Curriculum outline Evaluation tools Analysis and design documents PROCESSES Select training methods Select/develop training materials Develop LTGs Select/develop training aids MAJOR OUTPUTS: Instructor guides, lesson topic guides, training materials

13. ISD PHASES IN CYCLICAL CURRICULUM REVIEWS (CCRs): Questions Addressed in the Implementation Phase General: How will the course be conducted (teaching assignments, scheduling, etc.)? As applied in CCR: How will the course be conducted (teaching assignments, scheduling, etc.)? The next slide shows a chart of the inputs, personnel, processes, and outputs for the implementation phase in a CCR project.

14. IMPLEMENTATION: Inputs, People, Processes INPUTS Curriculum outline Evaluation tools, Student evaluation plan LTGs Training materials and aids PARTICIPANTS School personnel PROCESSES Develop implementation plan Conduct staff training (train the trainer) Prepare student materials Conduct training program MAJOR OPUTPUTS: Implementation plan, validation report, graduates

15. ISD PHASES IN CYCLICAL CURRICULUM REVIEWS (CCRs): Questions Addressed in the Evaluation/Maintenance Phase General: Does the course work (i.e., do most of the students meet the objectives and can graduates perform at the entry level for the specialty)? As applied in CCR: Does the course work (i.e., do most of the students meet the objectives and can graduates perform at the entry level for the specialty? The next slide shows a chart of the inputs, personnel, processes, and outputs for the evaluation/maintenance phase in a CCR project.

16. EVALUATION/MAINTENANCE: Inputs, People, Processes INPUTS Records of student achievement Student evaluations of modules/course Instructor evaluations of training materials/aids Curriculum documents PARTICIPANTS Training program mgr School personnel Recent graduates Experienced techs/specialists Supervisors PROCESSES Collect and analyze student and instructor feedback Survey grads and supervisors Site visits Multiple training site conferences Workshops/conferences MAJOR OUTPUTS: Evaluation report; recommendations for revision

17. SUMMARY A Cyclical Curriculum Review project takes an existing course or program through the five phases of instructional systems design to insure that the course still meets the needs of the Navy Medical Department and that the methods and materials used are effective, efficient, and current.

18. If you have any comments or suggestions on this or other Curriculum Design and Development staff development modules, please forward them to: • Dr. Anne L. Ballard (BUMED-531) • Bureau of Medicine and Surgery • 2300 E Street NW • Washington, DC 20372-5300 • Phone: 202-762-3829 or DSN 762-3829 • Email: alballard@us.med.navy.mil • Your input is always welcome!