Curriculum Development Program Directors 101 Curriculum Development Michael Roscoe Sandra Banas

Objectives Upon completion of this presentation, the participant will be able to: Explain the principle of backward design Plan and implement a curriculum development project Describe potential obstacles to planning and implementation Identify resources for effective curriculum development

Curriculum Defined The planned and unplanned experiences that students have while taking part in an educational program

Backward Design Model https://upload.wikimedia.org/wikipedia/en/d/d6/Backward_Design_Model.gif

Curricular Foundations Derived from Intentional Items: ARC-PA Standards (Primarily section B) Core Competencies for PA Profession NCCPA Blueprint Clinical Experience of Educators and Physician Partners Service Area (local, regional, national) Self-study Educational theories Others ??

Curricular Influences Unintentional Items: Personal experiences of educators Resources (to be accessed directly and as a component of independent inquiry) External forces, including practice

Where Are You in the Process? This group is creating from “scratch”

Curriculum Development Begin With Your Destination In Mind ! https://upload.wikimedia.org/wikipedia/commons/b/b0/Civic_railway_station_train_service_destination_indicator.JPG

Curriculum Development – Step 1 Determine goals, outcomes & competencies: Does your program have a “niche” ? What are your curricular threads ? https://commons.wikimedia.org/wiki/File:NICHE_LOGO.jpg

Curricular Development – Step 2 Determine how you are going to measure items in Step 1: GPA PANCE Performance Graduation Rate Depth of clinically relevant knowledge Ability to access resources for continued learning Ease in implementation Convenience PAEA Budget Baker & Davison

Curricular Development – Step 3 Determine Sequencing: Clinical Medicine before Pharmacology Pharmacology before Clinical Medicine Clinical Medicine with Pharmacology Integrated (across organ systems) Traditional/linear Other ideas ?

Curricular Development – Step 4 Determine your delivery methods / curricular style: Direct Instruction-Lecture Lab/Simulation Small Group Experiential Technology (computer, simulators, SPs) Distance (synchronous vs. asynchronous) PBL/Hybrid Flipped Classroom/Team-based Learning (TBL) Inter-professional or PA specific

Curricular Development – Step 5 Other Influences: Institution ARC-PA Community Faculty abilities

Who Should Be Involved Core faculty Medical Director Includes medical, PA, Allied Health, Basic Scientists, etc Medical Director MUST be involved ! Faculty within the school Dean Curriculum committees and curricula experts Graduates / Current students Preceptors / Employers Core faculty - easy for established programs. Challenge for new programs - new programs can utilize faculty from other professional programs, from University and PA’s from community. Medical Director – must be involved in both new and established programs Faculty within school – established programs  good to include; new programs  may be a necessity Dean – Should be involved in both new and established programs Curr Comm – should be involved in new and established programs PAEA Copyright 2016

Curriculum Mapping Helps faculty understand what is planned for instruction. Several models available. This is ONE example of what curr map may look like PAEA Copyright 2016

The Hidden Curriculum…. Student learning is influenced by: Classroom / laboratory environment Clinical rotation environment Culture of the program Faculty modeling Peer interactions Extra-curricular events (planned and unplanned) Above interactions can have significant impact on learning Classroom / lab / clinical rotation environment = what happens in classroom and lab and clinical rotations PAEA Copyright 2016

Curriculum Assessment PANCE Performance Subsections Summative Exam Preceptor Feedback Employer Surveys End of Program Surveys OSCE’s Oral Boards Resource Utilization Data Driven Parameters PAEA Copyright 2016

Curricula Assessment Quantitative Items Qualitative Items Listen to all voices to determine reality (triangulation) Listen over time Some will always criticize the curriculum Everyone will tell you what is needed (or not) It will never be perfect

Curricular Revision Inevitable Necessary Products represent the time in which it exists Best done as a group process even if more cumbersome Systematic approach is better than trial and error

Application Exercise You are developing a new MS PA Program at your institution. The hope is to enroll your first cohort in 12 months What are your first questions? What data are needed? Who should be involved?

Resources ARC-PA, Accreditation Standards for Physician Assistant Education, 4th edition. 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.

Acknowledgements The presenters acknowledge contributions from previous workshop facilitators including: Matt Baker Bridget Calhoun Tony Miller Brad Schwartz Marvis Lary Dawn Morton Rias PAEA Copyright 2016