Jeanie McHugo Meredith Davison Program Directors 101 Curriculum Revision Jeanie McHugo Meredith Davison
Objectives Upon completion of this presentation, the participant will be able to: Describe the components of curriculum design and revision Identify and use programmatic data sources during the revision process Analyze previous experiences and identify strategies for improvement
Curriculum “The planned and unplanned experiences that students have while taking part in an educational program.” What are the curricular foundations for PA education? What is the curricular influence for your program?
Components of Intentional Curriculum Raw Material – willing student with prerequisite knowledge, skills and attitudes Curriculum Package Goals Courses Sequence Facilitators (teachers) Syllabi Lesson Plans Evaluation Instruments Physical Resources (desks, chairs, computers etc.)
Where Are You in the Revision Process? Tinkering at the margins Major overhaul needed
Plan Ahead know what finished product looks like understand institutional requirements changes must be consistent with your mission curricular essentials sequencing content and objectives syllabi, textbooks, rubrics, sequencing and exams delivery others requirements
Curriculum Mapping Subject/ System Topic Subtopic(s) Course/Term Content Hrs Cardiology CHF Acute Adult PA-600/F1 1 Chronic PA-600 Dermatology Infections Bacterial: cellulitis, furuncles, … Peds PA-601/Sp1 1.5 Examination Lesion morphology Geriatric PA-501 1 lect 1 lab Monitor what is taught, where and at what educational level (knowledge vs application and synthesis Curriculum mapping helps faculty understand what is planned for instruction. There are several models available PAEA Copyright 2016
Key Players Faculty course coordinator Course workgroup (temporary) Faculty curriculum committee Stakeholders: Faculty, Dean, Graduates, Preceptors, Employers & STUDENTS
Implementation/On-going Evaluation “Real-time” feedback from students and course facilitators Focus groups Classroom assessment techniques Student performance Student course evaluations
Ongoing Quality Improvement vs. Curriculum Revision Curriculum evaluation is a continuous process Institutional definitions and/or decisions may dictate your actions
The Unintended (Hidden) Curriculum: What Influences Student Learning? culture of the program faculty modeling peer interactions extra-curricular events (planned and unplanned)
Things to Remember…. Document the process as part of on-going self assessment (needed for ARC-PA) Be prepared to make real-time modifications based on student/facilitator feedback Listen, listen, listen….
Major Revisions Needed Why? When? What? Who?
Scenario Presentations Curriculum Revision Scenario Presentations
Acknowledgements Patrick Auth Grace Landel Matt Baker Bridget Calhoun Marvis Lary Tony Miller Dawn Morton-Rias PAEA Copyright 2016
Resources ARC-PA, Accreditation Standards for Physician Assistant Education, 4th edition. Hudak, N. M., Scott, V., Spear, S. B. & Hill, K. J. (2015). Reinventing the wheel: one program’s approach to redesign of didactic courses. Journal of Physician Assistand Education, 26(4): 204-207. Kern, D. Curriculum Development for Medical Education A Six- Step Approach. Pascarella, E. & Terenzini P. (2005). How College Affects Students: A Third Decade of Research. Jossey-Bass. Presenters acknowledge contributions from previous workshop facilitators including Matt Baker, Bridget Calhoun, Marvis Lary, Tony Miller & Dawn Morton Rios