Loading…

Flash Player 9 (or above) is needed to view presentations.
We have detected that you do not have it on your computer. To install it, go here.

Like this presentation? Why not share!

Slide 1

on

  • 262 views

 

Statistics

Views

Total Views
262
Views on SlideShare
262
Embed Views
0

Actions

Likes
0
Downloads
0
Comments
0

0 Embeds 0

No embeds

Accessibility

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Slide 1 Slide 1 Presentation Transcript

  • Year 1 – Yale University School of Medicine
    2010/2011
  • Year 2 - Yale University School of Medicine
    2010/2011
  • Year 2 Modules - Yale University School of Medicine
    2009/2010
  • Yale University School of MedicineIntegrated First & Second Year Scheduling Model
    2009/2010
  • Year 3 & 4 - Yale University School of Medicine
    2009/2010
  • Curriculum Oversight
    2010/2011
  • Student Representatives – 2010/2011 Academic Year
    2010/2011
  • Assistant Dean for Curriculum
    & Director of Courses
    • Mike Schwartz, michael.schwartz@yale.edu
    7-7100, ESH 302 or SHM C327 (Neurobiology)
    • Susan Larkin OoE Office Manager,
    • Leigh Cromey Courses Coordinator
    • Qualifying Exams & Self Assessment Exams
    • Commentaries
    • Advisory Groups
    • Blackboard Evaluations
    • Course Review Structure
    • Course Materials
    • Podcasts
    • Medstation
  • Qualifying Exams
    • Provide feedback on your mastery of the course material and learning objectives.
    • All but two courses have qualifying exams and in some cases more than one (Human Anatomy, Physiology and Cell Biology). There is no Qualifier for the History of Medicine or Child and Adolescent Development courses.
    • “Exams” are posted during 5 windows in the curriculum when course sessions are limited in early October, December and March and late April and May. This maximizes study time, provides opportunity for integration and limits conflicts with course sessions.
    • Exams are taken anonymously and are pass fail. Scores and passing cut-offs are emailed 2-3 weeks following the exam.
    • Failure to meet the passing level requires the student to meet with the course director to identify a mechanism for remediation. Failure to do this within 30 days will result in the registrar identifying the student.
    • Most courses have additional self assessments built into the course content.
  • Qualifying Exam Schedule
  • Commentaries
    • Provide formative feedback and narrative descriptions of student performance (“commentaries”) and contribute to the Dean’s letter. They may also be used to support student requests for scholarships, research grant applications and letters of recommendation for away clerkships and elective rotations.
    • Commentaries will be sent to the Office of Student Affairs within 30 days of the end of the course and are included in the students’ record folder.
    • Commentaries are provided in the following pre-clinical courses and clerkship:
     Preclinical Clerkship (years 1 and 2)
     Professional Responsibility
    • Physiology
    • Cell Biology/Histology
    • Epidemiology and Public Health
    • Commentaries are based upon student participation and performance in small group teaching sessions and laboratories and areas of potential comment include:
    • Ability to collaborate with peers, faculty and staff
    • Preparation
    • Understanding of and ability to apply the material
    • Initiative
    • Enthusiasm for learning
    • Oral and written communication skills
  • Small Groups
    Group size and continuity of membership are important factors in the success of small group teaching.
    Switching from one group to another, impacts both the group the student is leaving as well as the one they are potentially joining. For these reasons, we encourage students to stay with the group that they are assigned to. This is true for all of our small group teaching, not just the courses where the commentary policy applies.
    Having said this, we realize there are some circumstances where a student might have a legitimate educational reason to change groups. If this is the case, we ask that the student follow these steps in order to handle the switch in an organized and collegial manner:
    • Speak with the course director to inform him/her about the rationale for switching
    • Obtain permission from the discussion leader of the group the student wishes to enter
    • Inform the discussion leader of the group the student wishes to leave
    • Inform Ms. Leigh Cromey (leigh.cromey@yale.edu) so that the Office of Education records can be updated
  • Advisory Groups
    • Meet at end of each course. In the case of courses spanning the entire year they also meet at the mid-point of course.
    • Attended by 12-15 randomly designated students, the course director, the Director of Courses, the Coordinator of Courses (Leigh Cromey) and invited attendees by Course Director. Student representatives on the Course Review Committee are welcome.
    • Designed to provide an informal venue for student feedback to course directors and a forum for discussion of solutions to problems.
    • Students will be notified of courses to be reviewed and the dates of the Advisory meetings in advance. A reminder will go out approx. one week prior to the meeting.
    • Meetings are student run in coordination with the Course Director.
    • Students are provided template of activities they may want to comment on or discuss prior to the session.
  • Advisory Groups (cont.)
  • Blackboard Surveys
    • Surveys are provided with every course syllabus and are posted in the folder “Surveys-Class of 2014” Folder on Blackboard for completion by the end of the course.
    • We advise jotting something down on hard copy or on Blackboard throughout the course. Comments on Blackboard can be saved as you go along and then submitted when completed.
    • Designed to provide formal student feedback to course directors and faculty. These comments are shared with course faculty and provide material that is used in faculty promotion packets.
    • Survey format is a Rating Question (Excellent, Above Average, Average, Below Average and Poor) followed by a Comment Question for written feedback.
    • Survey addresses:
    • Overall Course and Organization
    • Parts that were most helpful, Parts needing improvement
    • Learning Objectives
    • Small Groups - Labs, Conferences, Workshops
    • Lectures and Clinical Correlations
  • Blackboard Surveys (cont.)
    Make formative and constructive comments
  • Course Review Process
    • Course Review Committee
    • 6 Faculty, 2 students/year (8), Director of Curriculum Management and Coordinator of Courses
    • Courses formally reviewed every 2 years with intervening year follow-up.
    • Materials reviewed:
    • Blackboard Surveys
    • Student Advisory Committees
    • Course Director Survey
    • Review all aspects of course, including:
    • learning objectives, syllabi & web based materials,
    • compliance with Yale SWOs & LCME Standards
    • identify “best practices”, recommend areas for improvement and provide forum for integrating and coordination of course content
    • Examples of review driven changes in curriculum:
    • Online lab materials in several course, i.e. Histology, Neurobiology, Pathology
    • Restructuring of the Student Research and Biostats course
    • Major reorganization of the Pharmacology, EPH and Path courses
  • Course Materials
    • Students receive hardcopies of the course syllabus, (learning objectives, notes, figures) laboratory, conference and workshop materials.
    • All course documents will also be posted on Blackboard.
    • In most cases, PowerPoints (when used) will be posted to Blackboard in advance of the lectures. Revisions to lecture notes will also be posted to Blackboard and you will be made aware of these revised documents.
    • Students wishing to go green may choose not to receive hardcopy materials by notifying Leigh Cromey in the Office of Education. All questions regarding materials distribution can should be addressed to Leigh Cromey (7-4191).
  • Podcasts
    • Began as a student initiative to the Curriculum Committee in 2009-2010.
    • Curriculum Committee endorsed full implementation. Recording of the courses/modules each year and posting to Blackboard.
    • Found on Blackboard in Podcasts, Year 1 folder. Organized by course.
    • Exploring I-Tunes U and other delivery options.
    • Keep in mind:
    • As with all technology, there are sometimes problems in that unexpected things happen
    • Note, that it may take up to 24 hours to be uploaded into Blackboard.
    Medstation
    • The site for the most up-to-date daily schedules and important general curriculum documents. Check this site daily!!
    • http://medstation.yale.edu/ Path = Home-Groups-Year 1