Curriculum Reform Initative2012-2015

14 GUIDING PRINCIPLES FOR CURRICULAR REFORM

Teaching and its formats:

•     Provide high quality e- resources to students

•     Adapt existing institutional or other resources to create organized syllabus for every course

•     Increase use of interactive techniques during lectures

•     Offer at least half of a course in an active learning format. These may include TBL, CBL, PBL, Simulations, OSCEs, lab work, CPCs etc.

•     Support and train faculty and students in developing skills in new pedagogic approaches

 

Learning and its formats:

•     Shift the emphasis of the curriculum to student learning

•     Give students the primary responsibility of learning with faculty serving as facilitators

Curriculum and Evaluation:

•     Derive 50 +  10 percent of a student grade from a course using non MCQ methods

•     Mandate sessions involving active learning, involving three SOM competencies and using higher levels of learning in Bloom’s taxonomy

•     Use AAMC curriculum inventory standards to define our teaching and assessment methods

•     Use peer assessments as an integral component of assessment

•     Integrate basic/clinical and behavioral sciences from the beginning after a brief period of foundational courses by creating organ systems based interdisciplinary teams

 

Time frame:

•     Start clinical clerkships in March of Year Two and facilitate contextual reinforcement of basic sciences in the clinical years with “translation pillars”

•     Plan for adequate resources for the change and evaluate the outcomes of the change

 

ACTION PLAN

ACTIVE LEARNING FACULTY DEVELOPMENT	JAN- JUNE 2013 JULY 2013	Need Faculty Development, Retreats
PLAN THE NEW CURRICULUM STRUCTURE	JAN - DEC 2013 DEC 2013	LCME prep type approach Retreats
IMPLEMENTATION PLANNING	JAN- JUNE 2014	Update policies, resources, websites
IMPLEMENTING THE NEW CURRICULUM	JULY 2014	Prepare for overlap of Phase 1 and Year two students in 2016 And phase II and year 3 in 2016
CLINICAL YEARS CHANGE PLAN	JAN 2017- SEPT 2017	LCME visit 2018
CLINICAL YEARS CHANGE IMPLEMENTATION	MAR 2018?

ORGANIZATION OF PROJECT

 •     Curriculum Evaluation Working Group (CEWG) is the group that will present the proposals to the Curriculum Committee for final approval

 •     SEVEN subcommittees each with two co-chairs

 •     Each subcommittee has specific tasks and deadlines

 •     All documents available to all through a common share point

 •     Monthly reports to the CEWG from each subcommittee

 •     Some assistance from the Deans Office as needed

 •     All subcommittees will have student involvement

 

SUBCOMMITTEE WORK

 

•     Review the literature and other pertinent resources

•     Conduct a SWOT ( strengths, weaknesses, opportunities and threats) analysis

•     Develop a suggested action plan with specific realistic timelines and resource needs

•     Provide reports to the CEWG periodically

•     Anticipate occasional faculty retreats/workshops etc.

•     Every member of the team has valuable input to provide

•     Co chairs facilitate the discussion of all ideas to get to a strong outcome by the deadline

•     Ask one of us for help if needed….

 

SEVEN SUBCOMMITTEES

 

•     Subgroup One: Resources for Learning

•     Subgroup Two: Active Learning and Faculty Development

•     Subgroup Three: Student Learning and Peer Assessments

•     Subgroup Four: Integrated Curriculum

•     Subgroup Five: Clinical Experiences and Translation Pillars

•     Subgroup Six: Themes, Competencies and Intersession Topics

•     Subgroup Seven: Grading and Assessment of Students

 

CALENDAR

 

•     March 2013: Subcommittees complete pertinent review of the literature related to their topic

•     April 2013: What do we have at SBU and what do we want to query other schools about?

•     June 2013: What resources are available externally and what are our resource needs?

•     September 2013: RETREAT for exchange

•   How do we move forward?

•     December 2013: Hammering down details

 

LITERATURE REVIEW FORMAT

 

•    Each subcommittee will identify seminal papers for their topic

•    Provide annotated summary to CEWG

•    Collate Papers at the share point