1. Building ……… a New Approach to Medical Education Frank Papa, DO, PhD Associate Dean Curricular Design and Faculty Development Michael Oglesby, PhD Year Two Program Director UNTHSC

2. How to build …….. …….. a house? Raw materials Tools People

3. How to build …….. …..… a mind? What are the raw materials? What are the tools? What types of people?

4. How to build …….. a medical mind A MEDED perspective Materials? Content resources (hard copy or electronic) Tools? Courses Organization and sequencing of content Instructional methods People? Content experts

5. How to build …….. a medical mind A MEDED perspective Curricular models guide institutions in how to utilize content, courses and experts in the construction of medical minds Discipline-based (1870s – current) Systems-based (1950s – current) PBL (1970s – current) Presentation (1990s – current) Papa FJ, Harasym PH. Medical curriculum reform in North America, 1765 to the present: A cognitive science perspective. Acad Med. 1999;74:154–64

6. How to build a Medical Mind: Depends on the curricular model used Content Experts CoursesContent

7. How to build a Medical Mind: Discipline and Systems Perspective Content Experts Courses

8. How to build a Medical Mind: PBL and Presentation Perspective Content Experts Course s

9. How to build a Medical Mind: An Evolving Learning Sciences Perspective The development of competence depends upon… The construction of problem- and task-specific knowledge bases The construction of problem- and task-specific knowledge bases begins with the acquisition of declarative knowledge followed by its progressive transformation into procedural knowledge The progressive development of problem- and task- specific procedural knowledge requires multiple application opportunities, and, focused instructional guidance

10. How to build a Medical Mind: An Evolving Learning Sciences Perspective Principles used to construct a new curricular model (A Problem and Task-focused, Application-oriented curriculum - PTAC) Course design elements Organize and teach course content within the context of clinical problems Sequence problem-focused, instructional activities in a manner that supports the progressive development of knowledge-based competencies (Blooms taxonomy) Acquisition of declarative knowledge Comprehension (transformation into procedural knowledge) Application (practice opportunities sufficient to develop competence) A problem and task-focused, application-oriented curriculum: Rationale, learning sciences framework and outcomes. Papa FJ, Oglesby M, Dubin B, Putthoff S, Martin M, Gwirtz P. In review. Academic Medicine.

11. How to build a Medical Mind: Discipline and Systems Perspective Content Experts Courses

12. How to build a Medical Mind: PBL and Presentation Perspective Content Experts Courses

13. How to build a mind: A learning Sciences Perspective Experts CoursesContent

14. How to build a mind: A learning Sciences Perspective Experts Courses Content

15. How to build a mind: A learning Sciences Perspective Experts Courses Content

16. How to build a mind: A learning Sciences Perspective Experts Courses Content

17. How to build a mind: A learning Sciences Perspective Experts Courses Content

18. How to build a Medical Mind: An Evolving Learning Sciences Perspective The development of competence depends upon… The construction of problem- and task-specific knowledge bases The construction of problem- and task-specific knowledge bases begins with the acquisition of declarative knowledge followed by its progressive transformation into procedural knowledge The progressive development of problem- and task- specific procedural knowledge requires multiple application opportunities, and, focused instructional guidance

19. How to build a Medical Mind: An Evolving Learning Sciences Perspective Course design elements Organize and teach course content within the context of clinical problems Sequence problem-focused, instructional activities in a manner that supports the progressive development of knowledge-based competencies (Blooms taxonomy) Acquisition of declarative knowledge Comprehension (transformation into procedural knowledge) Application (practice opportunities sufficient to develop competence) A problem and task-focused, application-oriented curriculum: Rationale, learning sciences framework and outcomes. Papa FJ, Oglesby M, Dubin B, Putthoff S, Martin M, Gwirtz P. In review. Academic Medicine.

20. How to build a mind: A learning Sciences Perspective Experts CoursesContent

21. How to build a mind: Adopting Principles Experts Courses Content

22. How to build a mind: Adopting Course Design Elements Experts Courses Content

23. Computer Assisted Tools for building a medical mind KBIT (Knowledge Based Inference Tool) Predicated upon three principles Acquire problem and task (DDX) specific declarative knowledge Transform declarative knowledge into procedural knowledge Multiple problem and task-focused practice opportunities under (expert/AI) guidance Papa FJ, Oglesby MW, Aldrich DG, Schaller F, Cipher DJ. Improving diagnostic capabilities of medical students via application of cognitive sciences-derived learning principles. Medical Education, 41:419-425, 2007