Curriculum Simplified Accreditation Outline 1) Set Objectives/ - - PowerPoint PPT Presentation

Accreditation 8 update: Curriculum

Simplified Accreditation Outline

• 1) Set Objectives/ Outcomes (Standard 6)
• 2)Design curriculum to meet those objectives (Standard 7)
• 3)Assess the students to ensure completion of objectives (Standard 9)
• 4)Asses that all components and the curriculum as a whole are
• effective. Respond to data that is collected.

What’s new in UGME?

• Increase in elective time from 14 to 17 weeks for the class of 2021
• One week shaved from consolidation and 2 weeks from TTC
• Med 1 summer research
• Service Learning
• Home for the summer (35 students / year)
• Cannabis added to the curriculum
• Paid reviewed for Program Evaluation
• Entrada
• OSCE feedback

Pre- clerkship Evaluation

Max Rady College

• f Medicine

Executive Council

UGME Operations

Curriculum Executive Progress Clerkship Curriculum

Pre- clerkship Curriculum

Curriculum Implementation

Program Evaluation Online Learning Clerkship Evaluation VD Academic Affairs

Office of Education and Faculty Development Dean, Vice Provost Max Rady College of Medicine

Reports to Informs Supports functions of

Associate Dean UGME

University Senate

Curricular Governance, Max Rady College of Medicine

Pre- clerkship Evaluation

Curriculum Executive Progress Clerkship Curriculum

Pre- clerkship Curriculum

Curriculum Implementation

Program Evaluation Online Learning Clerkship Evaluation

Pre- clerkship Course Dir Pre- clerkship Course Dir Pre- clerkship Course Dir Pre- clerkship Course Dir Clerkship Rotation Dir Clerkship Rotation Dir Clerkship Rotation Dir Clerkship Rotation Dir

Curricular Governance, Relating to course/clerkship directors

Governance status

• 10 Committee terms of reference rewritten
• Curriculum Executive (approved at Curriculum Exec)
• Clerkship Curriculum and Clerkship Student Evaluation Committee
• Pre-clerkship Curriculum (approved at Curriculum Exec) and Pre-clerkship Student Evaluation

Committee

• Program Evaluation
• UGME Operations (previously UGME Management Committee)
• Committee on Online Learning
• Progress Committee
• Curriculum Implementation (replaces Curriculum Integration) approved at Curriculum Exec)
• 2 policies revised
• Undergraduate Medical Education (UGME) Course or Clerkship and Session Objective

Changes, Changes to Curriculum, and Changes to Evaluation (approved at Curriculum Exec)

• Program Evaluation (approved at Curriculum Exec)

8.1 Develop and review objectives

Curriculum Executive

Pre- clerkship Curriculum

Curriculum Implementation

• 1. Annual course review –
• bjective (CLO or SLO)

identified for creation or

• modification. Curriculum

change form completed by

• CD. PCC Chair signs off
• 3. Change presented at CEC.

Discussion and vote. Change accepted or denied.

• 2. Objective reviewed within

map to identify intended or unintended redundancy, mapping to PLO, and if necessary, CLO. Director, Curriculum, UGME signs off

Curriculum Implementation

Pre- clerkship Curriculum Course Director

Monitoring

8.1 Develop and review objectives

Curriculum Executive

Max Rady College

• f Medicine

Executive Council

Curriculum Implementation

• 1. Executive council changes

mission of the medical school mandating a change in Program Learning Objectives

• 2. Program Learning Objectives

reviewed and revised. Targeted areas of the curriculum identified for curriculum development (for example clerkship) Clerkship Curriculum

• 3. Clerkship Committee Chair

brings forth request for curricular change to committee and relevant Rotation Directors develop CLO, SLOs and curricular innovation.

• 4. Status of implementation

reported to Curriculum Implementation until

• complete. Updates

Curriculum Executive monthly Monitoring

Who can initiate a discussion of change for curricular content

• Students / Student representatives appointed by MSSA
• Faculty Educators or Faculty at Large
• Faculty Course/Clerkship Directors
• Chairs of PCC or CCC
• Members of CEC
• Chair Max Rady College of Medicine Executive Council

…the decision in the end is always Curriculum Executive Council.

8.1 Ensure horizontal and vertical integration Ensuring overall quality of learning experiences Monitoring effectiveness of the curriculum

Office of Education and Faculty Development Program Evaluation Clerkship Curriculum Preclerkship Curriculum Curriculum Implementation

• 1. Annual course reviews and

In-depth course reviews provide snapshots of curricular efficacy using student achievement and satisfaction metrics

Office of Education and Faculty Development

• 2. Course reviews assess
• bjective and curricular

integration via mapping,, and if necessary, syllabus review/slide review

Curriculum Executive

• 3. Course reviews presented by

relevant chair at CEC. Discussion, voting, and approve recommendation for change to maintain curricular integrity

• 4. Recommendation cycle back

to Curriculum Implementation for monitoring

• 5. Recommendations

implemented by relevant committee chair and course/rotation directors

8.2 Use of objectives for evaluation of program effectiveness. 8.2 Roles of Directors of required learning experiences linking CLO to PLO Curriculum

Assessment

P L O C L O S L O S L O C L O P L O Annual course/ rotation review Student outcome metrics used in reviews

8.3 Use of objectives for evaluation of program effectiveness. (The role of Program Evaluation Committee) – or How Curriculum Renewal effectiveness is assessed.

Ad hoc Course Review Committee

What is Taught How it is taught When it is taught How and When it is assessed (formative and summative

Create Report and Recommend ations

Course Leader responds (clarifies, explains, justifies)

FINAL REPORT to CEC

PCC/CCC and CIC Input

• Observes teaching
• Reviews course materials (syllabus,

student handouts, coop notes,

• bjectives, etc.)
• Reviews student performance
• Reviews course evaluations
• Reviews other course statistics

(attendance, grade distribution)

• Reviews Course leader self study

Program Review

• Standardized templates for CCC, PCC and PEC with revised metrics for

annual/ in depth course review to add:

• Policy adherence (duty hours, scheduling etc.)
• Graduate outcomes (LMCC I and II).
• Some metrics to be clarified with CACMS as Mock Accreditation and CACMS

consultation offer conflicting advice.

The roles of teaching faculty in review of the

• bjectives
• Both CCC and PCC (minuted August and July 2018 respectively) have

initiated mandated faculty and resident reviews of course/clerkship learning objectives in the fall and in the orientation of residents each year.

• Medical student orientation mandated to include review of course

level objectives (CCC, minuted August 2018)

8.6 Monitoring or required learning experiences

• ECPs reviewed June PCC/July CEC. Always tracked electronically.
• Process reviewed with CDs to identify midpoint deficiencies.
• Remediation discussed at PCC. Remediation plans not yet reviewed

at CEC

8.7 Comparability of education sites

• Clerkship education committees mandated that have representative

membership from diverse training sites (minuted CCC Aug 2018)

• Rotation reviews to begin in Fall 2018, and include comparability of

sites (in progress). Metrics are being reevaluated for the clerkship rotation review. (pending)

8.8 Monitoring time spent

• Scheduling policy reviewed and in queue for approval at College

Council

• Duty Hours recently reviewed
• Both scheduling hours and and duty hours tracking proposal on the

clerkship exit interview script (for discussion October 2018)

• Pre-clerkship and clerkship syllabi to reflect standards of scheduling

hours policies (and how to report) using standard language.

Accreditation gaps in Curriculum Governance and Content

• Much work has been done to clarify how information flows between

committees, and how decisions are made. CEC is the only decision making body for curricular change.

• Curriculum Implementation acts as “air traffic control”, monitoring

approvals from CEC (to insure they are implemented), course change requests (to insure they are complete, curriculum mapping is complete and that requests reach CEC for approval) The weakness is in the procedures being recently implemented, so there is only a few months of documented change

Accreditation gaps in Curriculum Governance and Content

• Content
• Areas we identified as needing support that have been addressed
• Blood and Immunology 1 and 2 has been restructured to consolidate content and improve

flow of the course, based on student feedback, course director feedback, student performance on examination, and external audit of objectives.

• New curriculum in Pain Management
• New content in consolidation addressing Gender Equity in the workforce
• Mapping of all clerkship objectives, and scaffolding of some preclerkship content into

clerkship (WRH2, PM3)

….and those we are working on

• A comprehensive review of Consolidation and Transition to Clerkship precipitated by adding

elective time to the curriculum

• Review of Leadership curriculum
• A comprehensive review of Transition to Residency precipitated by an in-depth course review.