COURSE PREVIEW Course Name Course Director: Course Coordinator:

General: List of Course Committee Members and Departments

General: List Learning Objective of the Course

General: How are the longitudinal themes addressed? Evidence Based-Medicine Professionalism and Cultural Competency Healthcare Economics and Policy Public Health and Prevention

How is self-directed learning promoted in your course?

Briefly describe the course’s progress toward conversion of PBL cases and facilitator notes to the new format.

General: List special features of the course.

Total Scheduled Student Contact Hours for Week of the Course Week Large GroupMedium Group Small GroupPOM (must include) Total Hours* Total hours *A basic science course plus POM cannot average more than 22 hours of contact per week, and no week can contain more than 25 hours of contact. A recorded lecture or presentation is considered student contact. Large group: class meets together; e.g. lecture, wrap-ups, reviews Medium group: >10 students meet in group sessions; e.g. labs, TBL Small Groups: <10 students meet in group sessions; e.g. PBL

What are your course components* and what are the passing criteria for each component? Course Components* Describe the minimal, satisfactory standard for each course component. Cognitive * List sub-component (e.g. mid-term and final exams) Sub- components % of component score Total 100% PBL Small Group Facilitator Evaluation* Student achieves “Limited Performance” in no more than one (1) of the categories and no “Unacceptable performance” in any category. Failure of the PBL component will occur if the student achieves “ limited performance” in two of the categories or “unacceptable performance” in any category regardless of the performance level in other categories. Other* ‡ * A component is a scored activity that requires a minimal standard to pass the course, regardless of the level of performances on other component activities A scored team element that results in all the students in a group receiving the same score cannot be considered a component, however it may serve as a subcomponent. An individual subcomponent does not require a minimal passing score ; i.e. a subcomponent cannot also serve as a component. The cognitive component typically consists of written examinations and quizzes assessing clinically relevant knowledge acquisition and application. ‡ Other course components typically address important skills that cannot be assessed appropriately by the cognitive or small group evaluation components (e.g. demonstration of technical or communication skills). Student Assessment

How do you determine an overall Course Score? Course Components* and any additional scored activities contributing to a course score. % of Course Score Cognitive* PBL Evaluation* Other* (as described on previous page) TOTAL 100 * A component is a scored activity that requires a minimal standard to pass the course, regardless of overall course score achieved. Student Assessment

How do you determine grades? Describe the performance standards for Honors and High Pass (PC and F are determined by the student’s performance on individual course components). GradePerformance standards (does not need to be limited overall course score) Honors (not to exceed 15% of class) High Pass Pass Satisfactory performance in all course components, but does not achieve “Honors” or “High Pass” performance standards. PC (partially competent) Fails to achieve satisfactory performance in one course component. Fail Fails to achieve satisfactory performance in two or more course components, or has excessive absences from required activities. Student Assessment

Please provide the exact wording in your course syllabus that describes your components and grade determination. (This may be provided as a separate document.) Student Assessment

Test Blueprint ExamLectureLabPBLSelf-studyTotal Items Mid-term Final Other For each high-stakes examination, please identify the source of the material covered and enter the planned number of items on the exam from each source. Exam# of Practice items provided to students Mid-term Final Other Practice Exams: To ensure appropriate test reliability, each major exam should have test items. Because the exams are sequestered, students should be provided practice items of equal quality and in sufficient quantity to cover most of the content for which the students are held responsible. As a guideline, the number of practice questions provided should be 75% of the number of exam questions. Student Assessment

Student Feedback: Briefly summarize student ratings and comments from previous iterations(s) of the course. Also indicate plans to address any problems identified.

Course Review Feedback: Briefly discuss how the course addressed recommendations from the previous curriculum review or problems occurring subsequent to the last review.

Course Directors’ Assessment: Briefly describe the course’s greatest strengths and areas that need improvement.