Curriculum Development for Medical Education: A
Description: Curriculum Development for Medical Education: A Six Step Approach Section 1: Problem Identification David Kern Patricia Thomas Donna Howard Eric Bass John Hopkins University Press , 1998 Contents Step 1 Problem Identification and General
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slide1. Curriculum Development for Medical Education: A Six Step Approach Section 1: Problem Identification David Kern
Patricia Thomas
Donna Howard
Eric Bass
John Hopkins University Press , 1998<br>
slide2. Contents Step 1 Problem Identification and General Needs Assessment
Step 2 Needs Assessment for Targeted Learners
Step 3 Goals and Objectives
Step 4 Educational Strategies
Step 5 Implementation
Step 6 Evaluation and Feedback<br>
slide3. Goals of This Presentation Why is problem identification important in curriculum design?
What curricular elements need to be included?
How to compare a curricular problem with an ideal solution.
Completion of exercise 1<br>
slide4. Step 1a problem Identification : The first step is to identified the health problem or learning problem that needs to be addressed in your practice. This could be a disease state that has emerged in your population, a national epidemic, or a well known health problem that you feel is not being satisfactorily addressed in your current curriculum.<br>
slide5. Complete Problem Identification Who does the problem effect:
Patient
Learners
Medical Educators<br>
slide6. What does it effect? What does it effect
Clinical outcomes
Educational effectiveness
Educational outcomes
QOL
Other health care resources<br>
slide7. How big is the problem? To what extent is this a problem in my practice ?
High Priority
Medium Priority
Low Priority<br>
slide8. What is the current status? What is current being done about it ?
Does anyone else have the same pedagogical problems ?
How are they resolving them ?
Where are sources of possible solutions?<br>
slide9. Are there barriers to solution? What are the barriers to problem resolution?
Time ,
Personnel
Money
Knowledge
Community issues
KNOWING THERE IS A PROBLEM WITH YOUR CURRICULUM IS NOT ENOUGH , ONE MUST KNOW THE CIRCUMSTANCES THAT MAKES IT A PROBLEM<br>
slide10. Step 1b : ideal solution Now if you have unlimited resources , students, faculty, instructional materials, time and money, how would you best solve this curricular problem?
This step will give you the basic idea of resources that you will need to solve the problem, even if all of them are not within your reach.<br>
slide11. General Needs Assessment The difference between the actual and ideal curriculum model is the general needs assessment, it will provide an idea of your needed resources<br>
slide12. Exercise 1 Identify one curricular problem you are experiencing, including:
Who does the problem effect ?
What is the extent of the problem?
Have other medical educators faced and solved the same problem?
What are the barriers to successful solution?<br>
Patricia Thomas
Donna Howard
Eric Bass
John Hopkins University Press , 1998<br>
slide2. Contents Step 1 Problem Identification and General Needs Assessment
Step 2 Needs Assessment for Targeted Learners
Step 3 Goals and Objectives
Step 4 Educational Strategies
Step 5 Implementation
Step 6 Evaluation and Feedback<br>
slide3. Goals of This Presentation Why is problem identification important in curriculum design?
What curricular elements need to be included?
How to compare a curricular problem with an ideal solution.
Completion of exercise 1<br>
slide4. Step 1a problem Identification : The first step is to identified the health problem or learning problem that needs to be addressed in your practice. This could be a disease state that has emerged in your population, a national epidemic, or a well known health problem that you feel is not being satisfactorily addressed in your current curriculum.<br>
slide5. Complete Problem Identification Who does the problem effect:
Patient
Learners
Medical Educators<br>
slide6. What does it effect? What does it effect
Clinical outcomes
Educational effectiveness
Educational outcomes
QOL
Other health care resources<br>
slide7. How big is the problem? To what extent is this a problem in my practice ?
High Priority
Medium Priority
Low Priority<br>
slide8. What is the current status? What is current being done about it ?
Does anyone else have the same pedagogical problems ?
How are they resolving them ?
Where are sources of possible solutions?<br>
slide9. Are there barriers to solution? What are the barriers to problem resolution?
Time ,
Personnel
Money
Knowledge
Community issues
KNOWING THERE IS A PROBLEM WITH YOUR CURRICULUM IS NOT ENOUGH , ONE MUST KNOW THE CIRCUMSTANCES THAT MAKES IT A PROBLEM<br>
slide10. Step 1b : ideal solution Now if you have unlimited resources , students, faculty, instructional materials, time and money, how would you best solve this curricular problem?
This step will give you the basic idea of resources that you will need to solve the problem, even if all of them are not within your reach.<br>
slide11. General Needs Assessment The difference between the actual and ideal curriculum model is the general needs assessment, it will provide an idea of your needed resources<br>
slide12. Exercise 1 Identify one curricular problem you are experiencing, including:
Who does the problem effect ?
What is the extent of the problem?
Have other medical educators faced and solved the same problem?
What are the barriers to successful solution?<br>