What do you remember about your

MSIII/IV Ophthalmology clerkship?

Curriculum Development

MAJ Amanda Cuda, M.D.Faculty Development Fellow

Objectives

• Learned a system to develop curriculum

• Applied this system to planning an MSIII ophthalmology curriculum

Curriculum:A planned educational experience

Assumptions

• Programs have goals and objectives• Educators have obligation to learners,

patients, and society

• Educators accountable for outcomes• Logical systematic approach achieves

these ends

Kern DE, et al: Curriculum Development for Medical Education – A Six-Step Approach.Baltimore: The Johns Hopkins Univ. Press. 1998, 2nd edition, 2009.

Six Steps

1. Problem Identification and General Needs Assessment

2. Needs assessment for targeted learners3. Goals and objectives4. Educational Strategies5. Implementation6. Evaluation and Feedback

Six Steps1. Problem Identification and General Needs Assessment2. Needs assessment for targeted learners3. Goals and objectives4. Educational Strategies5. Implementation6. Evaluation and Feedback

Step 1: Problem identification

What is the health care problem to be addressed by this curriculum?Basic ocular problems/conditions  Whom does it affect and how? Neonates through geriatrics, all patients with eyes, chronic, acute,   

What is the importance of the problem (qualitatively and quantitatively)? High impact on ADL – driving, independence, mental health, cost, systemic disease

  What references and resources are useful? Handouts for patients, residents – home study book, basic

sciences handbook (revised annually), AAO resident page, Focal points     

Six Steps1. Problem Identification and General Needs Assessment2. Needs assessment for targeted learners3. Goals and objectives4. Educational Strategies5. Implementation6. Evaluation and Feedback

Step 1: General Needs Assessment  Patients Health Care

Professionals Medical Education Society

Current Approach PGY2- see patient, attend with senior resident/staff

     

Ideal Approach        

“Real” Need: Difference between ideal and current

       

Step 1: General Needs Assessment continuedIdentifying Data for Overall Program and Your Curricular Unit:

Name of Program:Program Length: Number of Learners in each new group:Health Profession/Specialty: Level of learners:Name of your Curricular Unit: Length of Unit:Resource limitations (money, space, teaching materials, patient availability):

 Time constraints:

Amount of time allotted for this curricular unit:

How often the curriculum will be delivered

Constraints on learners:     

Teacher manpower limitations     

Other limitations:   

Step 2: Needs assessment for targeted learnersArea What do the residents learn? How did they learn it?

Previous relevant training & experience   

 

Current training/curricula    

Current Proficiencies    

Cognitive    

Affective    

Psychomotor    

Perceived Deficiencies/ Learning Needs    

Current Performance    

Learner preferences for learning strategies and styles

   

Synchronous    

Asynchronous    

Duration    

Methods    

Step 2: Needs assessment for targeted environmentArea What do residents learn? How do they learn it?Related existing curricula    

Needs of stakeholders    Teachers    

Course directors    Accrediting bodies    

Other    

Enabling and reinforcing Factors    

Informal Curriculum    Hidden Curriculum    Incentives    Resources    Barriers    Informal Curriculum    Hidden Curriculum    Incentives    

Resources    

Step 3: Goals for Residents and the Comprehensive Curriculum

List three goals for the Residents

1. Develop ophthalmic history taking and physical exam skills.

2.

3.

 List three goals for the Comprehensive Curriculum

1.

2.

3.

Step 3: Cognitive Objectives for ResidentsList all possible desired cognitive objectives to achieve goals. Use five basic elements: Who /will do / how much (how well) /of what / by when?

Prioritize based on importance & feasibility

 Demonstrate familiarity with eye anatomy, physiology, and common eye conditions 

   

   

   

   

   

   

   

   

   

Step 3: Psychomotor and Affective Objectives for ResidentsList all possible desired psychomotor and affective objectives to achieve goals. Use five basic elements: Who /will do / how much (how well) /of what / by when?

Prioritize based on importance & feasibility

 The ability to understand that the eye is part of body, involved in systemic disease processes

 

Demonstrate a comprehensive eye exam, including slit lamp exam  Demonstrate an interest in learning ophthalmology and motivation to be actively involved in the clerkship  

   

   

   

   

   

   

   

Step 3: Process and Outcome Objectives for Ophthalmology List all possible desired process and outcome objectives to achieve goals. Use five basic elements: Who /will do / how much (how well) /of what / by when?

Prioritize based on importance & feasibility

 Students and clinical preceptors, on average, will rate each component of the clerkship >3 on a 5 point scale.  

   

   

   

   

   

   

   

   

   

So What?Learning: Did you learn the 6 step system and apply 3 steps today?

Transfer: Will you use this system to complete the curriculum?

Impact: Will students, patients, and society benefit from this curriculum?

Questions?

References

• Kern DE, et al: Curriculum Development for Medical Education – A Six-Step Approach. Baltimore: The Johns Hopkins Univ. Press. 1998, 2nd edition, 2009.

• Adaptation of Curriculum Planning Template, Developed by Julie G., Nyquist, Ph.D. in 1985 (revised annually), Adapted in 2010 to incorporate Kern’s Six Steps

• Lynne, Joanne: Curriculum development in 6 easy steps-for busy MED-Ed types. Ohio State University College of Medicine, lecture presentation accessed 15 Nov 2012: http://medicine.osu.edu/education/Documents/curriculum_design_2010.pdf.