PPt addressing classical features for competency based curriculum development workshop for Medical faculty

2. COMPETENCY BASED
CURRICULUM: HOW TO
INTEGRATE AND MEASURE
CORE COMPETENCIES?
DR RUKHSANA RUBEEN
DOW UNIVERSITY OF HEALTH SCIENCES

3. OBJECTIVES
At the conclusion of the workshop, participants will be
able to:
1. Discuss the characteristics of the various curricular
models
2. Apply a process for integrating competencies at the
undergraduate level
3. Recognize competencies taught and assessed at
undergraduate level
4. Select appropriate measurement methods for
assessing competencies

4. Overview of workshop
Time Contents Activities Facilitators
10 mints Introduction
20 mints Curricular Models Activity 1
Resource 1
20 mints Comparison of Competencies
and Outcomes
Resource
2,3a, 3b
10 mints Introduction to Competency
based curriculum
Resource 4
25 mints Integrate competencies with
objectives
Activity 2
Resource
3a, 3b, 5
10 mints Select appropriate teaching
methods for competencies
Activity 3
Resource 6
10 mints Select appropriate assessment
methods for competencies
Activity 4
Resource 6
15 mints Conclusion and Feedback

5. What is curriculum?
 It is a plan of
experience of
learning
or
 Program of study

6. CURRICULAR APPROACHES
(EVOLUTION OF MEDICAL
SCHOOL CURRICULA)
 Discipline based model (1871)
 Organ-system based model (1951)
 Problem based model (1971)
 Clinical presentation model (1991)
 Competency based
 Outcome based

7. Discipline based curriculum
 Traditional approach
 Discipline based with minimal
integration
 Autonomous basic and clinical
department
 Clerkships predominantly hospital
based
 Preclinical knowledge precede clinical
 Theory precedes application

8. Organ system- based
curriculum
 Organized around body systems e.g
renal, CVS
 Interdisciplinary course committees
 Clerkships predominantly hospital
based
 Clinical experiences introduced
early in curriculum

9. Problem based curriculum
 Emphasis on problem solving
 Content organized around patient
problems
 Departmental structure is independent
of curriculum and course organizations
 Interdisciplinary committees
 Strong correlation toward primary care
 Early clinical experience

10. Clinical presentation curriculum***
 This model is based on the
various ways patients present to
physicians.
 The contents are structured
around a clinical presentation
 significantly enhance students'
development of clinical problem-
solving skills

11. Activity no 1
 5 different WEEKLY SCHEDULES of MBBS/ BDS programs will be
distributed labeled:
 A,B,C,D,E,
 Identify to which curricular model does each of them
belong?
(Resource1)

12. Competency based
curriculum
 CBME:
an outcome based approach to the design,
implementation and evaluation of medical
education programs, using an organizing frame
work of competencies
 Curriculum is designed around competencies, and
emphasizes abilities

13. HOW DO YOU DISTINGUISH AN OUTCOME /
COMPETENCY?
 An outcome is "what" you expect your students to
achieve, whereas a competency demonstrates
"how" your students can achieve that outcome.
 Think of an outcome as
an end and a competency as
a means to that end.

14. OUTCOMES
(Resource 2)

15. THREE CIRCLE MODEL OF
OUTCOMES
How the
doctor
approach:
Doing
things
right
What the
doctor is able
to do/perform:
Doing right
things
The doctor
as
professional:
Right person
doing it

16. Learning outcomes for a
competent practitioner---- based
on 3 circle model
 What the doctor is able to do/perform: Doing right
things
 Clinical skills
 Practical procedures
 Pt. investigation
 Pt. management
 Health promotion & disease prevention
 Communication
 Appropriate information handling skills

17. How the doctor approaches their practice :
Doing things right
 Understanding of basic and clinical
sciences and underlying principles
 Appropriate attitudes, ethical and legal
responsibilities
 Appropriate decision making skills and
clinical reasoning and judgment

18.  The doctor as professional: Right
person doing it
 Role of doctor within health service
 Personal development
(R.M. HARDEN, J.R. CROSBY, M.H. DAVIS & M.
FRIEDMAN-1999)

19. COMPETENCIES
What competencies
would you like to have
in your future doctor?
(Resource 3)

20. Competencies
Graduate Medical Education
CanMEDS: Royal college of
physician and surgeon ,
Canada
 Medical Expert
 Communicator
 Collaborator
 Manager
 Health Advocate
 Scholar
 Professional
ACGME :Accreditation Council
for Graduate Medical Education
(ACGME)
 Patient Care
 Medical Knowledge
 Practice Based Learning and
Improvement
 Systems Based Practice
 Professionalism
 Interpersonal Skills and
Communication

21. PMDC Competencies
Graduates of
medical and
dental colleges of
Pakistan should be
able to
demonstrate
competencies of a
seven star doctor.

22. PMDC Competencies
 Skillful
 Knowledgeable
 Community health promoter
 Critical thinking/problem solving
 Professional/ role model
 Researcher
 Leader

23. STEPS OF
DEVELOPMENT OF
COMPETENCY
BASED
CURRICULUM

24. STEPS OF CURRICULAR DEVELOPMENT
GOALS
AND
OBJECTIV
ES
COURSE CONTENT
AND SEQUENCE
TEACHING AND
LEARNING
STRATEGIES
ASSESSMENT
STRATEGIES
EVALUATION

25. GOALS AND
OBJECTIVES
“An end towards which an effort is
directed”
Goals: are broad educational objectives
Why are we offering a course of studies
in this (medical, nursing , dental etc. )
program?

26. OBJECTIVES
 Are written in following domains:
 Cognitive: -Knowledge
- Problem solving/ critical thinking
 Affective - Attitude
 Psychomotor- Skills
-Performance (Resource 4)

27. CONTENTS
AND SEQUENCING

28. ACTIVITY NO: 2
 A list of objectives and
contents of GIT MODULE is
given
 Write in front of each
objective/ content, the PMDC
defined competency it
covers
 (Resource 3a and 3b)
 5 mints

29. Teaching/Learning
methods

30. Teaching/Learning methods
Reading
Didactic
lectures
Discussion tutorial
Case based
learning
sessions
Problem based
learning
sessions
Self directed
learning
modules
Individual or
group projects
 Supervised clinical experience
 Demonstration
 Clinical bed side teaching
 direct patient care
 practice by doing
 teaching others
 group learning

31. Teaching/Learning
methods contd.
 Role modeling
 Mentoring
 Audiovisual materials
 Audiovisual review of learners
 Simulation
 Standardized patient
 Role plays
 Research projects

32. ACTIVITY
NO: 3
A list of OBJECTIVES AND CONTENTS
of GIT MODULE is provided
Write in front of each objective/
content, the best possible
TEACHING METHODOLOGY
It should match with the domain
(knowledge, problem solving,
attitude, skill, performance) it
covers
(Resource 6)

33. Assessment
WRITTEN EXAMS
 MCQ
 EMQ
 ESSAYS
 SEQ’S
 COMPUTER INTERACTIVE
TESTS
PRACTICAL EXAMS
 OSPE
ORAL EXAMINATIONS
CLINICAL EXAMS
 OSCE
 PERFORMANCE ASSESSMENT (CHECKLIST
, RATING SCALES)
 STANDARDIZED PT.,
 SIMULATIONS
 SCHOLARLY PAPERS
 MINI CEX
 PORTFOLIOS
 WPBA,
 360 DEGREE EVALUATION,

34. ACTIVITY
NO: 4
A list of objectives and
contents of GIT MODULE with
TEACHING METHODOLOGY is
now prepared
Write in front of each objective/
content, the best possible
ASSESSMENT METHOD
It should match with the domain
it covers
( knowledge, problem solving,
attitude, skill, performance)
(Resource 6)