first class session ADLT 670

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

2. Class Session 1
Introductions –
2 questions
Overview of the
Course
• Blog
• Syllabus
• Assignments
Thomas’ et al.’s 6 steps
of Curriculum Design

3. 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
My Goals for You in this Course
3

4. What this Course in the TiME
Program Addresses
 Curriculum Design
 Learner Assessment
 In-Depth Discussion of
Instructional strategies
 Delivery Platforms
 Online / Hybrid designs
 Dissemination of
Curricular Innovations
(scholarly pubs,
presentations)
ADLT 672, Fall ‘16
ADLT 676, Fall, ‘16
ADLT 673, Spr, ‘17

5. Major Learning Goals
EPAs Assessment Instructional Strategies Learning Objectives All aspects
EPAs
Assessing
Learners
Instructional
Strategies
Learning
Objectives
All Aspects
of Design

6. Using Poll Everywhere
 Who are your learners?
 How much teaching experience do you have?
 What role do you have as a medical educator in
your department?
 What do you MOST want to learn from this
course?

7. Lesson /
Course
Instructor /
or Director
= 11
Division
Director =
1
Clerkship
Director /
Associate
Director =
2
Residency
Program
Director /
Assoc = 3
Fellowship
Director /
Assoc = 3
Others
= 8
Your Roles

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

9. 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

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

11. Good learning experience design
requires a strong foundation

12. Learning Goals
and Objectives
Instructional
Strategies
Feedback and
Assessment

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

14. Six-Step Approach to Curriculum
Development
Problem Identification
and General Needs
Assessment
Targeted Needs Assessment
Goals and Objectives
Instructional Strategies
Assessment Strategies
and Program Evaluation

15. In reality, curriculum development is often an
interactive and iterative, ongoing process
Interactive and
Iterative Design
Building a
Solid
Base of
support
Identifying
Learning
Needs
Developing
Goals and
Objectives
Designing
Instructional
Plans
Devising
Transfer of
Learning
Plans
Formulating
Evaluation
Plans
Communicating
Results
Scheduling
Logistics
Discerning
the
Context
Scheduling
Faculty to
Teach
Assessing
Learners

16. Six-Step Approach to Curriculum
Development
Problem Identification
and General Needs
Assessment
Targeted Needs Assessment
Goals and Objectives
Instructional Strategies
Assessment Strategies
and Program Evaluation

17. Assignments
Needs Assessment (25 points)
Goals and Objectives (15 points)
Instructional Strategies (25 points)
Assessment Strategies (25 points
Engagement / Participation (10 points)
17

18. Develop a General Needs Assessment
What is currently being done?
What personal and societal factors are affecting the
problem?
What, ideally, should be done?
• Examine the accrediting requirements for the LCME,
ACGME, and the milestones project, as well as EPAs
• Your own research into future trends and needs for
medical education in your discipline

19. Develop a Targeted Needs
Assessment
Gather data about the learners for whom you
will be designing your educational plan
• Expectations about scope of knowledge/skill
• Previous training and experience
• Existing characteristics about these learners
• Your own preferences / experiences with instructional
approaches
Gather information about the learning
environment
• Barriers, enablers
• Needs of others, i.e. clerkship, course, or program
directors
• Informal or hidden curriculum

20. Develop 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
20

21. Instructional Strategies
Paired presentations on
team/group strategies
Work in groups, 30 minutes,
5-7 slides & interactive
component
Share current “best
practices”
21

22. Assessments
Formative and Summative, “best practices”
Assignment is for pairs/triads to research and
present an assessment strategy to the class
based on chapters in your text
30 minutes, 5-7 slides
22

23. What Questions Do
You Have?
• Take a 15-minute break
• Sit with others with learners similar to yours
• (residents, pre-clinical med students,
• clinical med students, graduate students)

24. Three things we are going to do BEFORE
you leave tonight
Provide your VCU ID
badge so we can get
you into the MMEC
after 6 pm - will be
returned to you
tonight!
Everyone set up a
Rampages account
http://rampages.us/
Everyone accept
invitation to join our
course blog
with same email