Class 1 ADLT 670
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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.
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Class 1 ADLT 670
- 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