Instructional Designs with Impact Diane Magrane, M.D. Associate Vice President Faculty Development and Leadership March 2007 APGO/Solvay Scholars

Basic Units of Curriculum Learning Student + Teacher + Challenge

Assessment Directs Learning InstructionLearning Student Performance Program Effectiveness Nassif, Magrane

Using, not Reinventing, Classic Wheels Subjective Assessment Plan Objective Research Question Results Methods Conclusion

You’ve got to be very careful if you don’t know where you’re going, because you might not get there. Yogi Berra If you don’t know where you’re going, then any path will get you there. The Cheshire Cat Alice in Wonderland What does the Literature say about curriculum design?

Curriculum Design Learning Objectives Tools and Environment Assessment Program Evaluation Needs Assessment

Curriculum Design: The Yogi Berra Way Where are you going? How will you get there? How will you know when you arrive? Did you get there? Why are you going somewhere else?

Curriculum Design:Tools / Environment How will you get there? What kind of an experience would you like to have? How much do you have to spend?

Curriculum Design: Assessment of Performance How will you know when you have arrived in the right place? … At the right time?

Competency Based Education establishes standards of performance Does Shows how Knows how Knows Performance assessment in vivo: Undercover SPs, Video, Logs... Performance assessment in vitro: CPX, OSCE, SP-based tests... (Clinical) Context based tests: MCQ, essay, oral... Factual tests: MCQ, essay, oral... Van der Vleuten, C. Ottawa Conference, 2000

Curriculum Design:Program Evaluation Did you get where you wanted to be? Was it a good trip? Would you go the same way again?

The Ambulatory Care Clerkship: Panel Recommendations Assess the Alignment of 1) Needs and Goals 2) Goals, Resources, and Methods 3) Goals and Assessment methods 4) Needs, Goals, and Program Evaluation

Learning Styles Preference, Difference, and Practice “Learning is a process whereby knowledge is created through the transformation of experience.” (Kolb 1984)

Active Experimentation Kolb’s Learning Cycle and Styles Reflective Observation Abstract Conceptualization Concrete Experience Diverging Assimilating Converging Accommodating.

Strengthening and Developing Kolb Learning Style Skills Learning StyleWays to Strengthen DivergingMake decisions, design focused plans, and follow through AssimilatingSet practical goals and completion dates ConvergingTake time to reflect, examine problem from multiple perspectives AccommodatingTake time to reflect, research, and define problems

Learning Styles Preference, Difference, and Practice VARK is about our preference for taking in, and putting out Information in a learning context. Although it is a part of learning style we consider it an important part because people can do something about it. Some other dimensions are not open to change…. It is what you do after you learn your preferences that has the potential to make a difference.

VARK Preferences: how do we study and learn best? Visual Auditory KinestheticRead/ Write

Analyze the Design of this Workshop!  Needs Addressed?  Goals & Objectives clear and aligned with needs?  Methods support Goals/ Objectives  Address  V  A  R  K  Performance of Curriculum Design assessed?  Kolb Cycle addressed?  Diverge from Experience  Assimilate new Q’s and Possibilities  Converge around theory and concepts  Accommodate into action and practice  Program evaluated?

Curriculum Design and Professional Development of Educators Goals/ Objectives Methods Assessment Program Evaluation Needs Assessment Connections And Networks Scholarship, Grants & Contracts Presentations And Publications