Learning Curve - Curriculum Development (Chernoff & Howe)

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  • 1. This holds true for one lecture, a series of lectures, or an entire course – what will the focus of the educational activity be?
  • Needs assessments can be done by using focus groups, printed questionnaires, survey instruments on-line, interviews, or open-ended questions on previous education evaluationsWhen learner input is desired, you must account for the potential learners reporting perceived needs which are not usually actual needs, particularly when process issues (such as how a skill is performed rather than updated information)Powerful learning occurs when a skill is taught simultaneously with the transfer of new information
  • What measurableoutcome are you looking for? What do you want your target audience to be able to do?Can the target audience determine whether a patient in the emergency room is delirious or has dementia? Can they identify a threshold for potential polypharmacy? How do they determine that a patient is at risk for falls?The goal of the program is usually the more global aspiration; the objectives support the goal.What is the reference platform for the topic? Recent publications? New research? Something you recently learned at a conference or in a class or course?Can you clearly articulate what you hope to achieve?
  • Can you use charts, props, case studies, simulated patients? What would make the activity more interactive and more engaging?
  • Instructional methods can be mixed and matched but different methods makes the program/lecture more interesting and stimulating for the learner. For example, a lecture on movement disorders will strongly benefit from video where the learner can actually see what is being discussed.Be very specific about time limits so speakers/teachers can structure the content appropriatelyThe space available may contribute to making an approach to how you want the event to work
  • Instructional methods can be mixed and matched but different methods makes the program/lecture more interesting and stimulating for the learner. For example, a lecture on movement disorders will strongly benefit from video where the learner can actually see what is being discussed.Be very specific about time limits so speakers/teachers can structure the content appropriatelyThe space available may contribute to making an approach to how you want the event to work
  • Slides may be electronic or transparencies
  • Slides may be electronic or transparenciesContent mapping may be particularly important if the course requires pre or post-tests. Content mapping assesses how much of the teaching time is used to achieve each objective and the distribution of time and pre or post test question distribution should reflect time and priority of the material. If 50% of the time is used for one topic, then 50% of the questions should address that topic.
  • Slides may be electronic or transparencies
  • Slides may be electronic or transparencies
  • Learning Curve - Curriculum Development (Chernoff & Howe)

    1. 1. Thank you for participating in this EES educationalprogram! As a reminder, please make sure you completethe program evaluation in the VA Talent ManagementSystem (VA TMS) for this event within 30 days. Theevaluation for this program will close permanently after30 days. Check the program brochure instructions onhow to access your program evaluation. Once you havecompleted and submitted your evaluation, your VA TMSaccount will show the completion within 24-48 hours andyour certificate of attendance will be available in your“Completed Work.” If you have any questions regarding the evaluation for this program, please contact Joe Douglas: joseph.douglas@va.gov, 818-895-9311 ext 9156.
    2. 2. The Learning Curve Webinar Series Ronni Chernoff, PhD, RD, FADA Judith L. Howe, PhD, MPA April 18, 2013
    3. 3. Learning Objectives Identify characteristics of a positive learning environment for clinicians; Indicate the steps necessary for curriculum development, implementation and feedback for clinical topics; and List instructional technologies for clinicians which incorporate distance learning.
    4. 4. Characteristics of a PositiveLearning Environment Process  Students are engaged in the learning  There is a high energy level in the learning environment Outcomes  Significant and lasting change  Learning that matters and adds value  Personal life  Professional life
    5. 5. Teaching/Learning Paradigms Old New Knowledge transferred from  Knowledge is jointly teacher to learner constructed Learning through  Learning through relating memorization  Cooperative learning and Competitive classroom teaching Faculty holds power  Shared power Assessment through tests  Criterion-referenced and use Reliance on books, “teacher portfolios in front of board”  Technology prevalent (Fink, L.D., 2003)
    6. 6. Knowles’ Model of Adult Learning The relationship between teacher and student is one of mutual respect. The student’s experience counts for as much as the teacher’s knowledge. Learning is student-centered rather than teacher-centered.
    7. 7. Knowles’ Model of Adult Learning Promotes a climate of:  Openness  Collaboration  Competence  Creativity  Success (Hanson, 2001)
    8. 8. Characteristics of Adult Learners  Heterogeneous  Multiple responsibilities  Varied backgrounds  Voluntary learners  Problem-centered learners
    9. 9. Engaging Teaching Formats Role playing Simulations Debates Case Studies Writing-across-the curriculum Small group learning Service learning Reflection through journaling Online learning
    10. 10. FOUR COMPONENTS TO PREPARE FOR TEACHING A COURSE Subject Faculty-Learner Matter Interactions Knowledge Curriculum Course Design Management Course Fink, L.D., 2003
    11. 11. Problem Identification● Characterize and describe the issue that will be the focus of the program● Can we address the most recent knowledge in the literature to support the educational initiative?● Is this issue relevant to the practice of the target audience?● How can this be determined?
    12. 12. Needs Assessment Who is your target audience? How can you assess its needs?  Talk to members of the target group  Survey the target group  Observe the target group What is the preferred method for teaching the target audience members? Planning committee is often helpful in gauging topic priorities
    13. 13. Determine goals and objectives Identify the end toward which an effort is directed Goals and Objectives –specific and measurable (ASK) Direct the choice of curricular content Clearly communicate the purpose or the aim of the program
    14. 14. Educational methodology What is the best way to transfer this information? Think about the basics of adult education  Is the information relevant to the learners?  Does the new information build on already “owned” knowledge?  Can you get the learner actively involved?  Is the topic perceived by the target audience to be important to improving its knowledge/skills to do a better job?
    15. 15. Educational methodology What methods will you use?  Lecture  Slides  Video  Discussion or debates  Group activities  Computer simulations How creative can you be?
    16. 16. Structuring an educational eventcurriculum Setting topic priorities based on needs assessment and expert input What instructional method best fits with topic What is the projected time frame
    17. 17. Structuring an educational eventcurriculum What is the physical space like  Classroom  Auditorium  Breakout rooms  Clinic area  Lab space
    18. 18. Structuring an educational eventcurriculum Outline topic Assign time blocks for each part Explore possible support strategies  Slides  Videos  Handouts  Demonstrations  Simulations  Trigger tapes for discussion  Case materials
    19. 19. Structuring an educational eventcurriculum Identify main take away points Use introduction to “set the stage”: why is this topic important? Develop content to highlight take away points  Content mapping is looking at time allocation for main points and structuring the program to best reflect priority information
    20. 20. Structuring an educational eventcurriculum Summarize the main points to emphasize what is important and supports the objectives
    21. 21. Structuring an educational eventcurriculum Work with topic outline to see where illustrations, support material, other media can be used to make a stronger case and more take-away points Anecdotes and supporting materials are often more memorable than just listening to a lecture or looking at slides
    22. 22. Structuring an educational eventcurriculum Consider handout material so participant/learner has something to take home to reinforce new material retention  Handout of slides for note-taking  Tables from slides that need to be larger to be read  Pamphlets, brochures or other reference material  Bibliography  Resource list
    23. 23. Implement Curriculum Develop materials Create handouts  Goals and objectives  Support material for content  References  Participant profiles  Evaluation forms
    24. 24. Implement Curriculum Teach the curriculum Engage the learners Assure adequate time for questions or discussion Give and get feedback
    25. 25. Evaluate Have learners evaluate the presentation Leave time for open-ended questions and participant comments, suggestions for improvement, ideas for other topics
    26. 26. Evaluate Ask questions about supporting materials – what did the learners enjoy or think was valuable Evaluate yourself  Were you comfortable  Did you cover everything you wanted to
    27. 27. In order to receive your certificate of attendance, youmust complete your program evaluation in the VA TalentManagement System (VA TMS) within 30 days. Theevaluation for this program will close permanently after30 days. Check the program brochure instructions onhow to access your program evaluation. Once you havecompleted and submitted your evaluation, your VA TMSaccount will show the completion within 24-48 hours andyour certificate of attendance will be available in your“Completed Work.” If you have any questions regarding the evaluation for this program, please contact Joe Douglas: joseph.douglas@va.gov, 818-895-9311 ext 9156.

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