Class 1 ADLT 670
description
Transcript of Class 1 ADLT 670
Curriculum Design in Medical Education
ADLT 670 – Class Session 1
Class Session 1
Overview of the Course
Syllabus
Assignments
Expectations
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? (backward
design)
To remember that students
learn from what they do, not what you
do
My Goals for You in this Course
3
What You’re Interested In for this Course
Curriculum Design Learner Assessment Overview of
Instructional strategies Delivery Platforms Online / Hybrid
designs
ADLT 672, Spring
ADLT 676, Fall 2015
Your Learners
71% teach medical students 78% teach residents, fellows 22% teach graduate students 14% work with other faculty
14 respondents from 17 in class
Lesson / Course
Instructor / residency
coordinator = 8
Associate Clerkship
Director = 1
Associate Program
Director = 4 (residency,
fellowship, also VAMC)
Other roles: core lecture block
for residents/ fellowship didactic course, program
developer / rotation curricula / program manager GME/ modules for
residents
Your Roles
What We Know About How Adult Learning Works
Seven Research-based Principles for Teaching
Students’ prior knowledge can help or hinder learning
How students organize knowledge influences how they learn and apply
what they know
Students’ motivation generates, directs, and sustains what they do to
learn
To develop mastery, students must acquire component skills, practice
integrating them, and know when to apply what they have learned
Goal-directed practice, coupled with targeted feedback, are critical to
learning
Students’ level of development interacts with the social, emotional,
and intellectual climate of the course to impact learning
To become self-directed learners, students must learn to assess the demands of the task, evaluate their own knowledge and skills, plan
their approach, monitor their progress, and adjust their strategies as needed.
Four Components of Effective Teaching
Beginning of Instruction
Knowledge of Subject Matter
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 instruction
al strategies
& assessmen
t strategies
Good learning experience design requires a strong foundation
What do you want your learners to be able to DO at the end of your lesson,
rotation, or course?
Learning Goals and Objectives
Instructional Strategies
Feedback and
Assessment Situational Factors
In integrated course design, these three elements are in perfect
harmony
What do you want your learners to be able to DO at the end of your lesson,
rotation, or course?
GoalsAre written as
broad statements of purpose or
intent Answer the question, “What
do I want my learners to be
able to do at the end of my course?”
Serve as criteria for selection of
curricular components
(such as assessments &
learning strategies)
Clearly communicate
what the learning experience addresses
Serve as benchmarks
against which courses can be
evaluated
Can be considered
“broad” educational objectives
Goals Differ from Learning Objectives
Goals Learning Objectives
Can use verbs such as “understand,” “know” or “appreciate”
Are often written, The purpose of this
course is ….
Use strong, action-oriented verbs in one of three domains of learning: Cognitive Psychomotor Affective
Can also be related to process or desired outcomes of the learning experience
Traditionally, learning objectives address three things:
The desired behavior
The conditions under which the behavior is performed
The performance standards that are to be met
A well-written objective answers the question:
Who will do how much (or how well) of what by
when?
Hint: When writing your objective, begin with
“By when”
By the end of the M2 Hematology course, the student will be able to describe accurately the production, structure, intracellular contents, and function of the red blood cell.
By the end of the OBGYN suture workshop, each third year medical student be able to correctly demonstrate a one-handed knot-tie.
Examples of Learning Objectives
Assignments
Needs Assessment (25 points)
Goals and Objectives (15 points)
Instructional Strategies (25 points)
Assessment Strategies (25%)
Engagement / Participation (10%)27
Goals and Objectives
Focus on a specific group of
Learners to develop
3-5 overall “course”
goals
Develop learning
objectives for what you want
your learners to be able to
do28
Develop a Needs Assessment
Gather data about the learners for whom you will be designing your educational plan
Gather data about the needs of your field of study
Examine the educational priorities for the VCU SOM
Examine the accrediting requirements for the LCME, ACGME, and the milestones project Your own research into future trends and needs for medical education in your discipline
Instructional Strategies
Paired presentations
Choices include those listed on page 5 in the syllabus
10-15 minute presentations, 3-5 slides
Share current “best practices” and research in medical education 30
Assessments
Formative and Summative, “best practices”
Assignment is for a pair to research and present an assessment strategy to the class based on chapters in your text
30-40 minutes, 5-7 slides
31
Credits
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. S. & Norman, M. k. (2010). How learning works: 7 research-based principles for smart teaching. San Francisco, CA: Jossey Bass.
Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco, CA: Jossey-Bass.
2009 Spring Adult Gup Testhttp://farm3.staticflickr.com/2467/3793142896_59ac24e611_b.jpgPhoto taken by Tommrkr on My 2, 2009 What Teachers Can do for Returning Adult Students http://www.evolllution.com/opinions/what-teachers-can-do-for-returning-adult-students/Photo taken by EvolllutionJuly 29, 2013
Credits
DSC_7914Photo taken on May 18, 2011Taken by petrol alt gone Adult students enjoying science classhttp://www.flickr.com/photos/newmanuniversity/8186190362/Newman University
Furiously WritingPhoto taken by Vinni123 on Sept 26, 2009http://www.flickr.com/photos/60058260@N00/4048982287/
Alfred Health: Junior Medical Staff Educationhttps://www.alfredhealth.org.au/Assets/Images/2012%20SUTURING.JPG
Credits
Sunset Trianglehttp://files.maserka.webnode.sk/200000184-812bc82251/zeitgeist-addendum-eye-sun-in-triangle-hands-300x219.jpgtaken by vjesticji-ormar.blogspot.com Trianglehttp://roadtolarissa.com/triangles/and http://culturalsymbolism.files.wordpress.com/2010/12/chp_triangle.jpgJune 16, 2013