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

2. 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

3. 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

5. 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

6. 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

7. 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

8. 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

9. 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.

10. 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

11. 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

12. 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

13. 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

14. Example schedule for CTAPS concepts – Term 1

15. 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

16. 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

17. 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

18. Cyclical Feedback Loop

19. 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

20. 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

22. THANK YOU

23. CI in Context
April CI in Context: Translational Research by Jennifer Christner, MD and Nadia Ismail, MD (Baylor College of Medicine)
To view past CI in Contexts, visit and click “View all CI in Context Issues”
Want to be a CI in Context Author?

24. Searching CI Reports
Request AAMC Data:

25. 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

26. CI Verification Report

27. 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

28. CI Verification Report

29. 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

30. CI Verification Report

31. 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?

32. Next Meeting Wednesday, July 11, 1-2pm ET
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