Curriculum Inventory Administrators’ Group May 9, 2018 Angela Blood, MPH MBA Director Curricular Resources Walter Fitz-William, MPP Senior Programs Operations Specialist

Agenda New Director, Curricular Resources Medical School Highlight: Baylor College of Medicine Business Items: Latest Issue of CI in Context Customized reports search and requests Verification Report

Baylor College of Medicine Critical Thinking & Problem Solving Course AAMC Curriculum Inventory Administrators’ Group May 9, 2018 Sarah Bezek, M.D. Assistant Professor, Emergency Medicine

Background Information Demographics of School of Medicine One of four schools at Baylor College of Medicine – School of Medicine, Graduate School of Biomedical Sciences, National School of Tropical Medicine and the School of Health Professions Located in The Texas Medical Center, Houston Texas – one of the largest medical complexes in the world Each class consists of approximately 185 students 75% are Texas residents Numerous dual degree programs available through local partnerships - MD/MPH, MD/PhD, MD/MBA, MD/JD

Background Information Curriculum of School of Medicine Structured with a 1.5 year accelerated pre-clinical curriculum, followed by clinical curriculum The pre-clinical years consist of the Foundation Basics to the Study of Medicine, Patient, Physician, Society (PPS) and the newly designed Critical Thinking and Problem Solving Course (CTAPS), Translational Research and Population Health (TRAP) Opportunities for early clinical experience and mentorship through the NICER program which pairs students with mentors in desired field as well as through Learning Communities Curriculum development, delivery and assessment is guided by the Baylor Core Competencies for Graduation Goals and overseen by the Curriculum Committee

Background Information Curricular Renewal Executive Task (CRET) Force & Critical Thinking Work Group CRET is a group formed by the Dean, Dr. Jennifer Christner, to perform analysis of current curriculum and determine steps for renewal and re-design Three main working groups were formed: Assessment, Professional & Faculty Development and Critical Thinking The Critical Thinking workgroup consisted of a diverse group across specialties and schools Faculty Students Residents Educational experts from the Provost & SOM Curriculum Office The Critical Thinking working group created outcomes all 4th year medical students should attain with regards to critical thinking and problem solving

Background Information Critical Thinking redesign of Integrated Problem Solving Critical Thinking workgroup shifted focus to re-designing the first year problem solving course (Integrated Problem Solving) Determined re-design necessary to ensure students have early, foundationally integrated exposure to critical thinking, problem solving, self-regulated learning and reflective processes Want to ensure novice pre-clinical students develop a foundation to become excellent clinicians through deliberate practice Critical Thinking and Problem Solving (CTAPS) developed by Critical Thinking working group in consultation with CRET Assessment working group and approved by BCM Curriculum Committee

Aim of CTAPS CTAPS provides a framework for medical students to acquire skills of critical thinking which involve purposeful, self-regulatory judgment based on evidence and experience Develop medical students' ability to use those principles and skills effectively in solving problems of health and disease while ensuring adherence to the fundamental principles of medicine.

Goal of CTAPS Pre-clinical students will develop a system for critical thinking and medical problem solving Students will build a foundation that focuses on asking appropriate questions, acquiring accurate information, analyzing and organizing the evidence and articulating a rational argument and plan Students will identify and apply personal learning strategies, methods of self-reflection and self-assessment in order to hone self-regulated learning processes especially when faced with ambiguous or novel problem Skills attained should be able to transcend content and be applicable in diverse areas of problem solving

Objectives of CTAPS Identify and apply personal learning strategies, methods of self-reflection and self-assessment in order to solve problems in a variety of settings 1 1.6, 5.1, 7.2, 7.3   Quizlets Self-assessment Reflection essay Metacognitive inventory Peer and Self-evaluation Identify the problem or ask question through a variety of domains (general, scientific, medical) 2 2.1, 2.2, 2.3 Challenge problems Demonstrate a systematic process for acquiring accurate information in order to examine the problem or address a question 3 5.2,5.3 Video response Analyze, evaluate and clarify information necessary to solve a problem or answer a question 4 2.1, 2.3, 5.3 Outline and implement decision making plan taking into account fundamental principles, evidence and alternatives to solve a problem or answer a question (plan) 5,7 2.1, 3.9, 5.2 Develop and communicate a rationale for the decision making and implementation process used to solve a problem or answer a question (reflection on plan) 6, 7 2.1, 3.9, 4.2, 4.3, 4.4 Reflection Essay

Overview of CTAPS The course will utilize relevant Foundational materials including a special partnership with the Anatomy laboratory course. Small groups will be formed and used both for CTAPS and Anatomy Lab in order to build collaborative teams. Course will be taught using Team Based Learning modality in order to ensure students get used to solving problems in teams Faculty from various specialties and schools will facilitate the course

Overview of CTAPS Each week’s session will consist of a three phase cycle: A patient of the week will be presented in the preparatory phase and will be incorporated into the application exercises

Example schedule for CTAPS concepts – Term 1

What makes CTAPS different? Incorporation of discrete objectives designed to build critical thinking skills and self-regulated learning while emphasizing Foundational concepts Students will develop discrete skills to solve ambiguous/challenging problems both independently and in a team based setting Students will gain insight into their own self-regulated learning processes, metacognition and problem solving skills using innovative tools Novel assessment methods geared specifically to measure development of critical thinking skills

Example of Innovative Tool #1 Metacognitive Awareness Inventory 52 question survey designed to inform students of personal strengths and areas for improvement in area of metacognition As each topic is covered through course, students will have opportunity to reflect on score Is meant to inform and is NOT graded

Example of Innovative Tool #2 Self Regulated Learning Micro-analytic Assessment (SRL-MA) SRL-MA is an assessment method designed to provide: Learners with insight into learning processes and how to improve Educators insight into how to provide feedback and remediation if necessary Used when trainees are engaged in authentic activities Has been used in clinical reasoning course in the past, but in a different context Provides a cyclical feedback loop

Cyclical Feedback Loop

Example of Innovative Tool #2 Self Regulated Learning Micro-analytic Assessment (SRL-MA) Students will be given novel challenge related to Foundation Material Video of parent concerned about child’s new diagnosis of sickle cell disease Challenge: To provide appropriate two minute video response to concerned parent Will use SRL-MA to assess Forethought in class Students will be given 1 week to complete assignment Midweek, will be sent SRL-MA to assess Metacognition Upon return will present video to TBL group and evaluate Students will complete SRL-MA for Self-Reflection after completion of activity

Summary of CTAPS CTAPS Quick Hits New critical thinking and problem solving course designed for the early pre-clinical student Students gain insight into their own learning/problem solving processes Provides students the framework for working through problems Uses the TBL modality and focuses on integration with Foundations Utilizes both traditional assessment TBL tools as well as innovative assessments methods to ensure learner and educator insight into learning processes

THANK YOU

CI in Context April CI in Context: Translational Research by Jennifer Christner, MD and Nadia Ismail, MD (Baylor College of Medicine) https://www.aamc.org/download/488688/data/ciic05-3apr2018.pdf To view past CI in Contexts, visit www.aamc.org/cir and click “View all CI in Context Issues” Want to be a CI in Context Author? Email ci@aamc.org

Searching CI Reports Request AAMC Data: https://www.aamc.org/data/479586/requestaamcdata.html

CI Verification Report Summary tables for brief overview of submission All instructional methods All assessment methods Summary tables with LCME Data Collection Instrument connections Sequence block title, academic level, groupings of instructional and assessment methods Program expectations referenced through expectation relationships to events with assessment methods Extended details on Program expectations to PCRS Sequence block title, academic level, date/duration, referenced expectations, nested sequence blocks, related program expectations Event title, academic level, duration, instructional and assessment methods, resources, keywords, referenced expectations, related sequence block expectations, related program expectations

CI Verification Report

CI Verification Report Summary tables for brief overview of submission All instructional methods All assessment methods Summary tables with LCME Data Collection Instrument connections Sequence block title, academic level, groupings of instructional and assessment methods Program expectations referenced through expectation relationships to events with assessment methods Extended details on Program expectations to PCRS Sequence block title, academic level, date/duration, referenced expectations, nested sequence blocks, related program expectations Event title, academic level, duration, instructional and assessment methods, resources, keywords, referenced expectations, related sequence block expectations, related program expectations

CI Verification Report

CI Verification Report Summary tables for brief overview of submission All instructional methods All assessment methods Summary tales with LCME Data Collection Instrument connections Sequence block title, academic level, groupings of instructional and assessment methods Program expectations referenced through expectation relationships to events with assessment methods Extended details on Program expectations to PCRS Sequence block title, academic level, date/duration, referenced expectations, nested sequence blocks, related program expectations Event title, academic level, duration, instructional and assessment methods, resources, keywords, referenced expectations, related sequence block expectations, related program expectations

CI Verification Report

CI Verification Report Let’s have a conversation about the Verification Report. We want to tell you about what you are sending to us. What’s going to be the most useful to you for THAT purpose? In what ways is the Verification Report useful to you? Are there internal processes you’ve developed that utilize the VR or other summarized content from your curriculum management system? What are things you wish could be changed about the VR? How would you change it?

Next Meeting Wednesday, July 11, 1-2pm ET Always reach out and speak with us: ci@aamc.org