This document outlines the syllabus and goals for a course on curriculum design in medical education. It introduces the instructor's goals for students to experience integrated learning design, view assessment as a tool to promote learning, and design courses with the end in mind by focusing on what students should be able to do. The document reviews principles of adult learning, the components of effective teaching, and why curriculum design is important. It outlines assignments for students to develop goals and objectives, needs assessments, instructional strategies, and assessment strategies for a course.

1. Curriculum Design in
Medical Education
ADLT 670 – Class Session 1

2. Class Session 1
Overview of the
Course
Syllabus
Assignments
Expectations

3. My Goals for You in this Course
To experience the
integrated nature
of learning
experience design
To think of
assessment as
something that
happens during a
course to promote
learning
To design with the
end in mind:
What do you want
your learners to
be able to do?
(backward design)
To remember that
students learn
from what they
do, not what you
do
3

4. What You’re Interested In for this
Course
 Curriculum Design
 Learner Assessment
 Overview of Instructional
strategies
 Delivery Platforms
 Online / Hybrid designs
ADLT 672, Spring
ADLT 676, Fall 2015

5. Your Learners
 71% teach medical students
 78% teach residents, fellows
 22% teach graduate students
 14% work with other faculty
 14 respondents from 17 in class

6. Lesson /
Course
Instructor /
residency
coordinator = 8
Associate
Clerkship
Director = 1
Associate
Program
Director = 4
(residency,
fellowship, also
VAMC)
Other roles:
core lecture block for
residents/ fellowship
didactic course,
program developer /
rotation curricula /
program manager
GME/ modules for
residents
Your Roles

7. What We Know About How Adult
Learning Works
Seven Research-based Principles for
Teaching

8. Students’ prior knowledge can help or
hinder learning

9. How students organize knowledge influences
how they learn and apply what they know

10. Students’ motivation generates, directs, and
sustains what they do to learn

11. To develop mastery, students must acquire
component skills, practice integrating them, and
know when to apply what they have learned

12. Goal-directed practice, coupled with targeted
feedback, are critical to learning

13. Students’ level of development interacts with
the social, emotional, and intellectual climate
of the course to impact learning

14. To become self-directed learners, students must learn
to assess the demands of the task, evaluate their own
knowledge and skills, plan their approach, monitor their
progress, and adjust their strategies as needed.

15. Four Components of Effective Teaching
Discipline or specialty-specific
Knowledge of
Subject Matter
Interpersonal and social skills
Teacher-Learner
Interactions
Management
of the Learning
Environment
Design of
Instruction
Beginning of Instruction
Facilitation
skills, setting a good
learning
climate
Skill development

16. Why a TiME course in Curriculum
Design?
Introduce
the basic
concepts in
designing a
learning
experience
Examine
how to write
goals and
learning
objectives
Illustrate
alignment
between
components
Consider
what makes
learning
experiences
significant
Provide
exemplars
of
instructional
strategies &
assessment
strategies

17. Good learning experience design
requires a strong foundation

18. What do you want your
learners to be able to DO at
the end of your lesson,
rotation, or course?

19. Learning Goals
and Objectives
Instructional
Strategies
Feedback and
Assessment
Situational Factors

20. In integrated course design, these three
elements are in perfect harmony

21. What do you want your
learners to be able to DO at
the end of your lesson,
rotation, or course?

22. Goals Are written as broad
statements of
purpose or intent
Answer the
question, “What do I
want my learners to
be able to do at the
end of my course?”
Serve as criteria for
selection of
curricular
components (such
as assessments &
learning strategies)
Clearly communicate
what the learning
experience
addresses
Can be considered
“broad” educational
objectives
Serve as
benchmarks against
which courses can
be evaluated

23. Goals Differ from Learning
Objectives
Goals
Learning
Objectives
 Can use verbs such as
“understand,” “know”
or “appreciate”
 Are often written,
 The purpose of this
course is ….
 Use strong, action-oriented
verbs in one of
three domains of
learning:
 Cognitive
 Psychomotor
 Affective
 Can also be related to
process or desired
outcomes of the learning
experience

24. Traditionally, learning objectives
address three things:
 The desired behavior
 The conditions under which the behavior is
performed
 The performance standards that are to be met

25. A well-written objective answers
the question:
Who will do how much (or
how well) of what by when?
Hint: When writing your
objective, begin with
“By when”

26. Examples of Learning Objectives
By the end of the M2
Hematology course, the student
will be able to describe
accurately the production,
structure, intracellular contents,
and function of the red blood
cell.
By the end of the OBGYN
suture workshop, each third
year medical student be able
to correctly demonstrate a
one-handed knot-tie.

27. Assignments
Needs Assessment (25 points)
Goals and Objectives (15 points)
Instructional Strategies (25 points)
Assessment Strategies (25%)
Engagement / Participation (10%)
27

28. Goals and Objectives
Focus on a
specific group
of Learners to
develop
3-5 overall
“course”
goals
Develop
learning
objectives for
what you
want your
learners to be
able to do
28

29. Develop a Needs Assessment
Gather data about the learners for whom you will
be designing your educational plan
Gather data about the needs of your field of study
Examine the educational priorities for the VCU
SOM
Examine the accrediting requirements for the
LCME, ACGME, and the milestones project
Your own research into future trends and needs for
medical education in your discipline

30. Instructional Strategies
Paired presentations
Choices include those listed
on page 5 in the syllabus
10-15 minute presentations,
3-5 slides
Share current “best
practices” and research in
30 medical education

31. Assessments
Formative and Summative, “best
practices”
Assignment is for a pair to research and
present an assessment strategy to the class
based on chapters in your text
30-40 minutes, 5-7 slides
31

32. Credits
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. S. & Norman, M. k.
(2010). How learning works: 7 research-based principles for smart
teaching. San Francisco, CA: Jossey Bass.
Fink, L. D. (2003). Creating significant learning experiences: An integrated
approach to designing college courses. San Francisco, CA: Jossey-
Bass.
2009 Spring Adult Gup Test
http://farm3.staticflickr.com/2467/3793142896_59ac24e611_b.jpg
Photo taken by Tommrkr on My 2, 2009
What Teachers Can do for Returning Adult Students
http://www.evolllution.com/opinions/what-teachers-can-do-for-returning-adult-students/
Photo taken by Evolllution
July 29, 2013

33. Credits
DSC_7914
Photo taken on May 18, 2011Taken by petrol alt gone
Adult students enjoying science class
http://www.flickr.com/photos/newmanuniversity/8186190362/
Newman University
Furiously Writing
Photo taken by Vinni123 on Sept 26, 2009
http://www.flickr.com/photos/60058260@N00/4048982287/
Alfred Health: Junior Medical Staff Education
https://www.alfredhealth.org.au/Assets/Images/2012%20SUTURING.JPG

34. Credits
Sunset Triangle
http://files.maserka.webnode.sk/200000184-812bc82251/zeitgeist-addendum-eye-
sun-in-triangle-hands-300x219.jpg
taken by vjesticji-ormar.blogspot.com
Triangle
http://roadtolarissa.com/triangles/
and http://culturalsymbolism.files.wordpress.com/2010/12/chp_triangle.jpg
June 16, 2013