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
Curricular Governance, University Max Rady College of Medicine Senate Reports to Dean, Vice Max Rady College Provost Max of Medicine Informs Executive Rady College of Supports functions of Council Medicine Associate UGME Dean Operations UGME VD Curriculum Progress Academic Executive Affairs Office of Pre- Pre- Clerkship Clerkship Program Online Education and Curriculum clerkship clerkship Faculty Curriculum Implementation Evaluation Learning Evaluation Evaluation Curriculum Development
Curricular Governance, Relating to course/clerkship directors Curriculum Progress Executive Pre- Pre- Clerkship Clerkship Program Online Curriculum clerkship clerkship Implementation Curriculum Evaluation Learning Evaluation Evaluation Curriculum Pre- Pre- Clerkship Clerkship clerkship clerkship Rotation Dir Rotation Dir Pre- Course Dir Course Dir Clerkship clerkship Rotation Dir Course Dir Pre- Clerkship clerkship Rotation Dir Course Dir
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 2. Objective reviewed within 1. Annual course review – Curriculum Pre- map to identify intended or Implementation objective (CLO or SLO) clerkship unintended redundancy, identified for creation or Curriculum mapping to PLO, and if modification. Curriculum necessary, CLO. Director, change form completed by Curriculum, UGME signs off CD. PCC Chair signs off 3. Change presented at CEC. Curriculum Discussion and vote. Change Executive accepted or denied. Pre- Course Curriculum Monitoring clerkship Implementation Director Curriculum
8.1 Develop and review objectives 4. Status of implementation reported to Curriculum 1 . Executive council changes Max Rady College of Medicine Implementation until mission of the medical school Curriculum Executive complete. Updates mandating a change in Implementation Council Curriculum Executive Program Learning Objectives monthly 2. Program Learning Objectives Curriculum reviewed and revised. Targeted Executive Monitoring areas of the curriculum identified for curriculum development (for example clerkship) Clerkship 3. Clerkship Committee Chair Curriculum brings forth request for curricular change to committee and relevant Rotation Directors develop CLO, SLOs and curricular innovation.
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 1. Annual course reviews and 5. Recommendations Preclerkship Clerkship In-depth course reviews provide implemented by relevant Curriculum Curriculum snapshots of curricular efficacy committee chair and Curriculum using student achievement and course/rotation directors Executive Office of Program Education and satisfaction metrics Evaluation Faculty Development 3. Course reviews presented by relevant chair at CEC. Discussion, voting, and approve Office of recommendation for change to Curriculum Education and Implementation Faculty maintain curricular integrity Development 4. Recommendation cycle back 2. Course reviews assess to Curriculum Implementation objective and curricular for monitoring integration via mapping,, and if necessary, syllabus review/slide review
8.2 Use of objectives for evaluation of program effectiveness. 8.2 Roles of Directors of required learning experiences linking CLO to PLO C P C S S P Curriculum L L L L Assessment L L O O O O O 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. • Observes teaching How and When • Reviews course materials (syllabus, When it is it is assessed student handouts, coop notes, Create taught (formative and Report and objectives, etc.) summative Recommend • Reviews student performance ations • Reviews course evaluations • FINAL Reviews other course statistics How it is taught (attendance, grade distribution) REPORT • Reviews Course leader self study to CEC Ad hoc Course Course Leader responds Review (clarifies, What is Taught Committee PCC/CCC explains, and CIC justifies) Input
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 objectives • 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.
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