By Patricia A. Thomas, David E. Kern, Mark T. Hughes, Belinda Y. Chen
Based on a confirmed six-step version and together with examples and inquiries to consultant software of these undying rules, Curriculum improvement for clinical Education is a realistic guidebook for all college individuals and directors liable for the tutorial reports of clinical scholars, citizens, fellows, and scientific practitioners.
Incorporating revisions pushed by means of demands reform and thoughts in scientific schooling that problem tested educating versions, the 3rd version contains an expertise of latest accreditation criteria and regulatory directions. The authors have increased their dialogue of survey method for wishes overview and rigidity the significance of writing competency-based objectives and ambitions that include milestones, entrustable expert actions, and observable perform actions. With up to date examples targeting interprofessional schooling, collaborative perform, and academic expertise, they describe academic thoughts that contain the hot technological know-how of studying. a totally new bankruptcy offers the original demanding situations of curriculum improvement for big, lengthy, and built-in curricula.
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Extra info for Curriculum Development for Medical Education: A Six-Step Approach
In such cases, expert opinions can be obtained by consultation or by organizing a meeting of experts to discuss the issues. For most curricula, this can be done on a relatively informal basis with local experts. Occasionally, the problem is so controversial or important that the curriculum developer may wish to spend the additional time and effort necessary to obtain formal input from outside experts. Collecting New Information When the available information about a problem is so inadequate that curriculum developers cannot draw reasonable conclusions, it is desirable to collect new information about the problem.
One particularly noteworthy clearinghouse for medical education is the MedEdPORTAL launched in 2005 by the AAMC (38). This database includes a wide variety of educational documents and materials that have been prepared by educators from many institutions. Clearinghouses are also maintained by some specialty and topic-oriented professional organizations (see Appendix B). Other sources of available information also should be considered, especially when the published literature is sparse (see Appendix B, Curricular Resources).
The needs of a curriculum’s targeted learners are likely to be somewhat different from the needs of learners identified in the GNA (see Chapter 2). A curriculum’s targeted learners may already be proficient in one area of general need but have particular learning needs in another area. Some objectives may already be taught in other parts of the overall teaching program but need to be further developed in the new curricular segment. Stakeholders, such as clerkship or program directors, may want specific learner objectives, competencies, or milestones to interact with and reinforce topics addressed in other curricula.
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