Curriculum and Goals and Objectives - PowerPoint PPT Presentation

1 / 55
About This Presentation
Title:

Curriculum and Goals and Objectives

Description:

Dr. Bob Ruberg and AACPS Colleagues Wrote a Plastic Surgery Curriculum' ... Specialty of Plastic Surgery is Defined by the Products of our Training Programs ... – PowerPoint PPT presentation

Number of Views:900
Avg rating:3.0/5.0
Slides: 56
Provided by: wthomasl
Category:

less

Transcript and Presenter's Notes

Title: Curriculum and Goals and Objectives


1
Curriculum and Goals and Objectives
  • W. Thomas Lawrence, M.P.H., M.D.
  • Section of Plastic Surgery
  • Kansas University Medical Center

2
What Are They?
  • Mentioned Regularly in PIF and Educational
    Literature
  • You Will Receive RRC Citations If You Dont Have
    Them
  • Dr. Bob Ruberg and AACPS Colleagues Wrote a
    Plastic Surgery Curriculum
  • I used to include the book in my PIF as my
    curriculum- I suspect others did too

3
Are They Necessary?
  • We All Completed Plastic Surgery Training and Are
    Competent Plastic Surgeons
  • Dont We Know Intuitively What Our Residents Need
    to Know?
  • Shouldnt We Just Run Our Training Programs Like
    the Ones We Trained In?
  • Cant We Just Look at the Table of Contents of
    McCarthys (soon to be Mathes) Text, Selected
    Readings or Corequest to Determine What Our
    Residents Need to Learn About?

4
Do They Really Make a Difference?
  • Havent Plastic Surgery Residents Achieved Enough
    Educational Milestones To Be Aware of What they
    Need to Learn by This Point?

5
Do They Really Make a Difference?
  • Has the Quality of Education Provided to
    Residents Not Changed Significantly Since Writing
    Goals and Objectives Became Required?
  • No Scientific Studies have Demonstrated Improved
    Products of Plastic Surgery Training Programs Due
    to the Presence of a Well Defined Curriculum and
    Goals and Objectives

6
Do We Want the Specialty to Remain Static or to
Continually Improve?
  • Specialty of Plastic Surgery is Defined by the
    Products of our Training Programs
  • If We Want the Specialty to Continually Improve,
    We Need to Continually Improve Our Training
    Programs
  • What Worked For Us May Not Be the Best Training
    Model
  • Bright Individuals Will Achieve Success in Spite
    of Less than Ideal Training

7
If You Want to Produce a Silk Purse, It is Best
to Start with Silk.
  • Applicants Are Getting Better
  • Integrated/ Co-ordinated Programs Are Attracting
    Stellar Medical Students
  • Diminished Number of Independent Programs Has
    Increased Competition for 2-3 Year Positions
  • We Owe It To These Talented Individuals to
    Provide Superb Training

8
  • If You Want Excellence, First Have a Clear Idea
    of What You Want to Produce
  • Peters and Waterman- 1982
  • Development of Curriculum with Goals and
    Objectives Forces us to Evaluate This

9
What is a Curriculum?
  • Word Derived from Greek word for Course as Used
    in Describing Chariot Races
  • Webster says A Fixed Series of Studies
    Required.in a Major Field of Study
  • Kern, Thomas, Howard and Bass Define it as a
    Planned Educational Experience

10
What is a Plastic Surgery Curriculum?
  • Totality of Educational Experiences That Allow
    Residents to Achieve Competence in the Cognitive,
    Personal and Psychomotor Skills Required to be
    Effective Plastic Surgeons

11
What is a Curriculum?
  • Dynamic and Interactive
  • Changes Related to Evaluations, Changing Needs
    and Changing Educational Tools
  • Constantly Evolving

12
Curriculum Defined by 4 Questions in Technologic
Model
  • What Educational Purposes are Sought?
  • What Experiences Can be Provided to Attain These
    Purposes?
  • How Can These Experiences Be Organized?
  • How Can This Be Evaluated?

13
Limitations of Technologic Model
  • Does Not Include Clinical Judgment, Decision
    Making in Uncertain Situations, Ethics, Values
  • Does Not Incorporate Interpersonal Interactions
    of Teacher and Learner

14
Other Types of Curricula
  • Syllabus Based
  • List of Topics
  • Easy to Transpose to Lecture Series
  • Objectives Based
  • Based on Learning Goals and Objectives
  • Includes Specific Measures of Competence

15
Considerations in Curriculum Development
  • Construct to Achieve Societally Valued Skills and
    Values
  • Construct Around Continuity of Care Experience to
    Achieve Self-Actualization

16
Challenges of Curricula in Clinical Specialties
  • Lack of Predictability in Terms of Exposure to
    Clinical Problems
  • Creates Difficulties in Co-ordination of Didactic
    and Clinical Exposures
  • Creates Uncertainty in Quality and Quantity of
    Experiences
  • Creates Difficulty in Creating Graduated
    Responsibilities

17
Process Based Curricula
  • Differ from Syllabus and Objectives Based
    Curricula which are more Product Based
  • Aspects More Applicable to Clinical Teaching
  • Involves Preoperative Study and Planning,
    Intraoperative Teaching and Skill Development,
    Postoperative Patient Care and Assessment
  • More Individualized to Learner Skills and
    Preferred Learning Methods

18
Process Based Curricula
  • Places More Responsibility on Learner
  • Forces Learner to be more Proactive and Less
    Reactive
  • Fosters Abilities in Learners to Assess Knowledge
    Base, Formulate Questions, Think Critically and
    Interpret Data Efficiently
  • Requires Immediate Feedback
  • Contributes to Development of Skills for Lifetime
    Learning

19
Optimal Plastic Surgery Curricula
  • All Types of Curricula have Limitations
  • Clinical Curricula Best Incorporate Aspects of
    All
  • Product Based Components Define Desired Skillset
    for Individual Finishing Program
  • Process Based Components Often Applicable to
    Clinical Teaching

20
Steps in Curriculum Development
  • Problem Identification and General Needs
    Assessment
  • Identify Problem
  • Educate Residents in Plastic Surgery
  • Who are the Involved Parties?
  • Residents, Faculty, Other Health Care Providers,
    Patients, Society
  • Includes Assessment of both Current Approach and
    Ideal Approach
  • Varying Current Approaches
  • Different Ideas of Ideal Approach
  • May Vary in Different Environments

21
Steps in Curriculum Development
  • 2. Needs Assessment of Targeted Learners
  • Varies Somewhat Depending on Prerequisite
    Training and Experiences
  • Involves Knowledge, Analytic Capabilities,
    Interpersonal Skills and Psychomotor Skills
  • Must Consider Predisposing Factors-
  • Knowledge, attitudes and Beliefs That Influence
    Motivation to change
  • Different Learning Method Preference
  • Must Consider Reinforcing Factors and Motivating
    factors

22
Steps in Curriculum Development
  • Goals and Objectives
  • Educational Strategies
  • Includes Didactic Lectures, Audiovisual Aids,
    Clinical Discussions, Clinical Experiences,
    Practical Laboratories, Simulations via
    Standardized Patients or Virtual Reality
  • Different Techniques Teach Different Things
    Better
  • Some Learn Better by Different Methods
  • Reinforcement of Information
  • Maintains Interest

23
Steps in Curriculum Development
  • Implementation
  • Obtain Support and Resources
  • Faculty
  • Support Staff
  • Space
  • Support from Hospital and Institution
  • Identify Barriers to Implementation
  • Money
  • Competing Specialties
  • Others in Specialty
  • Introduction of the Curriculum
  • May Pilot or Phase In
  • Curriculum Refinement

24
Steps in Curriculum Development
  • 6. Evaluation and Feedback
  • Formative- Ongoing Feedback
  • Summative- Final Assessment
  • Assess Learners and Process
  • Involve all Stakeholders
  • Dean, Department Chair, Other Program Directors
  • Need Good Evaluation Methodology
  • Introduction of the Curriculum
  • Curriculum Refinement

25
Steps in Curriculum Development
  • Evaluation and Feedback

26
Curriculum Ultimately Involves Series of
Educational Experiences
  • Designed to Allow Achievement of Goals and
    Objectives
  • Curriculum is Not Really List of Experiences
    Designed to Provide Education, It is What Happens
    During These Experiences

27
Curriculum
  • Clinical Experiences
  • Exposure to Clinical Problems in Clinic or ER
  • Opportunity to Further Assess the Problem with
    History, Physical Examination and Other
    Appropriate Tests
  • Carry out Therapeutic Interventions either
    Operatively or Nonoperatively
  • Clinically Manage the Patient Through Treatment
  • Assess the Results of the Intervention in the
    Inpatient and Outpatient Settings both
    Immediately Long Term

28
Curriculum
  • Didactic Experiences
  • Lectures on Specific Topics
  • Patient Based Discussions of Different Clinical
    Problems in Preoperative Conferences, Interesting
    Case Conferences, Morbidity and Mortality
    Conferences etc.
  • Anatomic Dissections
  • Evaluation of Pathologic Specimens
  • Training Labs e.g. Microsurgery, Facial Plating
  • Mock Patients

29
Possible Components of Hand Surgery Curriculum
  • Clinical Exposure Through Hand Call (Verified on
    PSOL)
  • Didactic Lectures on Hand Problems
  • Anatomic Dissections of Hands
  • Pathologic Evaluation when Appropriate e.g.
    Dupuytren's
  • Microsurgery Lab for Developing Skills for
    Revascularization or Nerve Repair
  • Involvement in Radiologic Evaluations, EMG, and
    Hand Rehabilitation Therapy

30
Curriculum Components
  • Significant Overlap in What is Taught
  • Different Experiences Vary in Terms of Impact on
    Different Types of Learners

31
Components of Curriculum
  • Can Vary in Different Locales in That Educational
    Resources Differ e.g. Orthopedic Contribution Can
    be Significant or Unavailable
  • Customize the Curriculum for Your Own Program

32
Goals and Objectives
  • Guideposts That Identify What We Want Our
    Residents to Learn

33
Dictionary Definitions
  • Goal
  • The End Toward Which Effort is Directed
  • Objectives
  • Something Toward Which Effort is Directed

34
What is a Goal?
  • A Global Statement Regarding Competency in a
    Specific Area
  • Example Develop Expertise in the Evaluation and
    Management of Traumatic Hand Injuries

35
Goals
  • Goals Make You Add Your Personal Philosophy to
    What the Textbook Provides
  • Make Educational Program More Coherent and
    Integrated

36
Goals
  • Formed From a List of Skills and Knowledge the
    Resident is Expected to Acquire During Training
  • Ideally Should be Linked as a Progression of
    Goals from the More General to the More Specific

37
What is an Objective?
  • A Precise Statement of What a Student Should Be
    Able to Do to In Order to Demonstrate That He Has
    Learned Successfully Engel 1975
  • A Full Sentence Describing a Specific Skill that
    Should be Obtained
  • The Nature of Particular Activities to Be
    Carried Out Must Be Precisely Conveyed

38
What is an Objective?
  • Objectives Should Clearly Describe a Residents
    Performance or Behavior Indicative of a Learning
    Outcome
  • Examples
  • Perform an Examination of FDS Function in the
    Hand
  • Perform an Examination of the Sensory
    Distribution of the Median Nerve in the Hand

39
Objectives
  • Who?
  • Will Do?
  • How Much?
  • Of What?
  • By When ?

40
Types of Objectives
  • Cognitive- Knowledge
  • Affective- Attitude
  • Psychomotor- Skill or Competence
  • Psychomotor- Behavior or Performance
  • Process- e.g. Attendance
  • Outcome

41
Objectives
  • Based on Goals
  • Leave No Question As to What the Resident Is
    Expected to Learn
  • But They-
  • Dont Dictate How Learning is to be Done
  • Leave the Teacher and Resident to Select Suitable
    Techniques

42
Orders of Objectives
  • First
  • Ability to Reproduce Material in Same Form
    Learned
  • Second
  • Reflect Understanding of an Organized Body of
    Concepts and Principles
  • Third
  • Require Application of Theories, Concepts and
    Principles to Unencountered Problems

43
Organization of Curriculum
  • Objectives
  • Content Method of Organization
  • Evaluation

44
Principles For Writing Goals and Objectives- Med
Council of Canada
  • Review Existing Objectives/Literature/Reports
  • Identify Professional Attributes of Ideal MD
  • Develop a Basic Educational Philosophy
  • Assign Priority to Problem Solving
  • Deduce Objectives from Terminal Practice-based
    Behaviors
  • Establish Scientific Basis for Clinical Practice
  • Establish a Maintenance Evaluation Method

45
Steps in Writing Objectives
  • Identify the Goals of Learning
  • Break Goals into Component Learning Outcomes
  • Identify Current Learner Competencies
  • Determine those Outcomes that Need to be
    Addressed in Learning Sessions
  • Write Learner Centered Objectives
  • Arrange Learner Objectives into Reasonable
    Teaching Sessions

46
Donts in Writing Objectives
  • Describe the Learning Process Instead of Outcome
    e.g. Increase Knowledge of ____
  • Indicate the Type of Learning Involved Rather
    than Outcome e.g. Have Conference on ___
  • Write a List of Topics

47
Why Do We Need Them?
  • Experts Feel They Facilitate Learning
  • If you dont know where youre going, youre
    never going to get there.
  • A quality education rarely results from
    unplanned actions. Ralph Tyler
  • If you want excellence, first have a clear
    vision of what you want to produce. Peters
    Waterman

48
Why Use Objectives?
  • Help Residents Organize Knowledge
  • Help Residents Classify Patterns of Information
  • Provide Faculty with Guidance

49
Why Do This?
  • Residents deserve to know what is to be learned
  • Residents deserve to know what is expected of
    them
  • Residents deserve to know how and on what they
    will be graded

50
Why Do This?
  • Helps Guide Residents in Using Their Time
    Effectively
  • Helps Residents Prioritize Learning

51
Why Do This?
  • Faculty need to know what to teach
  • Faculty need to know what to reinforce
    clinically
  • Faculty need their knowledge and clinical skills
    updated

52
Why Do We Need Them?
  • Required by the RRC

53
What Does the RRC Require?
  • Goals and Objectives for
  • Each Rotation
  • Each Year of Training

54
Learning Styles- Kolb
  • Concrete Experience
  • Learn Best from Clinical Exposure, Hands On Labs
  • Reflective Observer
  • Learn Best from Case Discussions
  • Abstract Conceptualizer
  • Learn Best from Lectures Independent Reading
  • Active Experimenter
  • Learn Best from Clinical Experiences

55
Other Factors Affecting Learning in Adults
  • Gender
  • Males Tend to be More Black/White and Feel That
    One Right Answer Can Be Provided to any Given
    Problem
  • Females Tend to be More Intuitive and Feel
    Solutions to Problems are More Situational
  • Generational
  • Baby Boomer Concerned About Global Benefit of
    Knowledge
  • Gen Xer Concerned About Whats In It For Me
Write a Comment
User Comments (0)
About PowerShow.com