1. PACE Medical School Tobacco Curriculum Development Catherine Dubé, EdD

3. Curriculum Development Formative Analyses Building a Strategy Developing Materials

4. Front End Analyses Needs Analysis Needs Analysis Task Analysis Task Analysis Context Assessment Context Assessment

5. Needs Analysis Define competency Define competency Educational need/deficiency Educational need/deficiency Audience analysis Audience analysis Identify primary and secondary audiences Identify primary and secondary audiences Learning Styles Learning Styles Baseline Assumptions Baseline Assumptions

6. Task Analysis The “task” is the outcome behavior The “task” is the outcome behavior KSAs KSAs Complex Task? Formal Analysis Complex Task? Formal Analysis Define/describe the behavior Define/describe the behavior What are the steps in the behavior? What are the steps in the behavior? For each step: KSAs For each step: KSAs

7. Example: Greeting a Pt 1. Make initial eye contact; smile 2. Scan for distractions 3. Minimize distractions; attend to privacy 4. Greeting “Hello” 5. Formally address the patient by name 6. Introduce yourself & state your role 7. Shake hands (social touch) 8. Sit down

8. 6. Introduce yourself and state your role K – Understand your role Medical student protocol Acceptable wording S – Explaining in common language Relating to the patient/nonverbal A – Humility, confidence and other attitudes influencing affect

9. Task Analysis: Sources of Data Literature Literature Evidence-based guidelines Evidence-based guidelines Research Research Opinion Opinion Expert Opinion Expert Opinion Observation Observation Expert Performer Analysis Expert Performer Analysis

10. Context Assessment What is the setting for teaching and learning? What is the setting for teaching and learning? What resources are available? What resources are available? Incentives/motivation for learning? Incentives/motivation for learning? Limitations Limitations Time – Resources – Disincentives Time – Resources – Disincentives

11. Establish: Goals: Broad statement about what you intend to accomplish Goals: Broad statement about what you intend to accomplish Objectives: Behaviorally-based statements including evaluation Objectives: Behaviorally-based statements including evaluation Teaching Methods: Viable options Teaching Methods: Viable options

12. Learning Hierarchy Based on task analysis findings Based on task analysis findings Helpful with complex tasks Helpful with complex tasks Shows prerequisite relationships Shows prerequisite relationships Ensures efficiency and complete coverage Ensures efficiency and complete coverage

13. Learning Hierarchy Goal: Greet the Patient Greet the Patient PRACTICE Integration of Skills: Greeting the Patient The Med Student’s Role in Patient Care Making Physical Contact with the Patient Appropriate Greetings How to Address the Patient Addressing Distractions Clinic Rules Managing Physical Space Caring Attitudes Using Common Language Common Distractions

14. Making Decisions: Review Results Needs analysis Needs analysis Most students express confidence in this skill without instruction Most students express confidence in this skill without instruction Greatest discomfort is in ability to describe the student’s role Greatest discomfort is in ability to describe the student’s role Untrained students make multiple errors in standardized patient interactions Untrained students make multiple errors in standardized patient interactions

15. Making Decisions: Review Results Audience Analysis Audience Analysis Primary Audience: 1 st Year Med Students Primary Audience: 1 st Year Med Students Have limited exposure to clinical medicine Have limited exposure to clinical medicine Oriented toward memorization Oriented toward memorization May minimize non-science coursework May minimize non-science coursework Baseline assumptions Baseline assumptions English proficiency – May use jargon English proficiency – May use jargon High achievers – Little medical knowledge High achievers – Little medical knowledge

16. Making Decisions: Review Results Context Assessment Context Assessment Dedicated 1 st year course Dedicated 1 st year course Preceptors, inpatients available Preceptors, inpatients available Readings (read with incentives) Readings (read with incentives) Grade incentive effective Grade incentive effective Small hospital conference rooms Small hospital conference rooms Limited AV equipment at hospitals Limited AV equipment at hospitals Time: 15 min within a 2 hour session Time: 15 min within a 2 hour session

17. Learning Hierarchy Goal: Greet the Patient Greet the Patient PRACTICE Integration of Skills: Greeting the Patient The Med Student’s Role in Patient Care Making Physical Contact with the Patient Appropriate Greetings How to Address the Patient Addressing Distractions Clinic Rules Managing Physical Space Caring Attitudes Using Common Language Common Distractions

18. The Difference Between a Curriculum and a Pile of Stuff Transferability: Contains tools and resources so others can use it Transferability: Contains tools and resources so others can use it Ease of Use: Materials are well organized and complete Ease of Use: Materials are well organized and complete Format: Materials conform to a common format. Format: Materials conform to a common format. Synergy: Modules fit together coherently Synergy: Modules fit together coherently Coverage: Adequate coverage of a competency area Coverage: Adequate coverage of a competency area

19. Important Elements Implementation guide Implementation guide Instructor’s notes Instructor’s notes Citations, evidence Citations, evidence Related resources Related resources Instructional tool kit Instructional tool kit