What do you remember about your MSIII/IV Ophthalmology clerkship?

Curriculum Development MAJ Amanda Cuda, M.D. Faculty Development Fellow

Objectives LearnedLearned a system to develop curriculum Applied this system to planning an MSIII ophthalmology curriculumApplied 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 learners 3.Goals and objectives 4.Educational Strategies 5.Implementation 6.Evaluation and Feedback

Six Steps 1. Problem Identification and General Needs Assessment 2. Needs assessment for targeted learners 3. Goals and objectives 4. Educational Strategies 5. Implementation 6. 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 Steps 1. Problem Identification and General Needs Assessment 2. Needs assessment for targeted learners 3. Goals and objectives 4. Educational Strategies 5. Implementation 6. Evaluation and Feedback Step 1: General Needs Assessment Patients Health Care Professionals Medical EducationSociety Current Approach PGY2- see patient, attend with senior resident/staff Ideal Approach “Real” Need: Difference between ideal and current

Step 1: General Needs Assessment continued Identifying 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 learners AreaWhat 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 environment AreaWhat 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 List three goals for the Comprehensive Curriculum

Step 3: Cognitive Objectives for Residents List 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 Residents List 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, 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: n_2010.pdf.