MonitoringCurriculum

MonitoringCurriculum

Clerkships/Electives/Selectives and Basic Science Courses:

Monitoring the Content, Depth, Breadth, and Current Relevance of the Curriculum 1.0

The Curriculum Committee set the objectives for the curriculum at the School of Medicine in 2000. These objectives are known as the Competencies Expected of the UVA Educated Physician.

All directors of clerkships, electives, selectives and courses in Foundations and Core Systems of Medicine are required to have learning objectives in place for the courses and clerkships, as well as for individual lectures, small group, and other learning activities. The course objectives should reflect and support the 12 Competencies, and the individual learning activity objectives should reflect and support those of the course.

Course and Clerkship/Elective/Selective directors are to report annually to the Curriculum Committee that they have reviewed the content of their course for relevance and for the presence of gaps or unwanted redundancy in the curriculum (See attachments.). Directors may do this on their own or set up an internal review committee to monitor the content/objectives of their curriculum. Please see note. The Curriculum Committee will review these reports annually and assess the degree to which the Competencies Expected of the UVA Educated Physician have been achieved.

The review process is tiered with the Directors reviewing their own programs yearly (See attachments); a Principles of Medicine or Clinical Medicine Committee review of all annual reports with cross-course comparison and generation of a full report every three years, and the Curriculum Committee's oversight of the review process and with receipt and review of the full report from the Principles of Medicine or Clinical Medicine Committee review. The Curriculum Committee may ask for a review of a course or clerkship at any time.

The Curriculum Committee will continue to seek ways to improve our system of monitoring the content of the curriculum to insure that we are providing the best medical education possible. The identification of gaps or redundancy, and the addition or removal of material from the curriculum must be done with coordination and great care.

Note:  The course/clerkship director and the faculty responsible for teaching the content material or process, have the primary responsibility for determining the knowledge, concepts, skills, and processes to be taught. These must be expressed as objectives and communicated to students, faculty, and others involved in teaching.

Evaluations of students and student evaluations of courses should be analyzed to provide insight as to whether objectives are achieved. Student feedback is an important source of information regarding redundancy in the curriculum, but clerkship directors must be the primary authority on both what needs to be covered in a course and what material should be added or removed. When material is removed from or added to a course other appropriate courses and/or clerkships should be notified. [For instance, if when eliminating a section on bone marrow histology in the Cell & Tissue Structure course, other Foundations and Core Systems courses should be notified. The Pathology Hematology section needs this information.]

-DJI 06.14.06 [0.8]


Attachment 1

The Competencies Expected of the UVA Educated Physician can be accessed at:

http://www.healthsystem.virginia.educompetencies-page

Relevant LCME standards ED-33 and ED-37 are shown below.

ED-33. There must be integrated institutional responsibility for the overall design, management, and evaluation of a coherent and coordinated curriculum.

The phrase "integrated institutional responsibility" implies that an institutional body (commonly a curriculum committee) will oversee the educational program as a whole.  An effective central curriculum authority will exhibit: 

  • Faculty, student, and administrative participation.
  • Expertise in curricular design, pedagogy, and evaluation methods.
  • Empowerment, through bylaws or decanal mandate, to work in the best interests of the institution without regard for parochial or political influences, or departmental pressures.

The phrase "coherent and coordinated curriculum" implies that the program as a whole will be designed to achieve the school's overall educational objectives. Evidence of coherence and coordination includes:

  • Logical sequencing of the various segments of the curriculum.
  • Content that is coordinated and integrated within and across the academic periods of study (horizontal and vertical integration).
  • Methods of pedagogy and student evaluation that are appropriate for the achievement of the school's educational objectives.

Curriculum management signifies leading, directing, coordinating, controlling, planning, evaluating, and reporting.  Evidence of effective curriculum management includes:

  • Evaluation of program effectiveness by outcomes analysis, using national norms of accomplishment as a frame of reference.
  • Monitoring of content and workload in each discipline, including the identification of omissions and unwanted redundancies.
  • Review of the stated objectives of individual courses and clerkships, as well as methods of pedagogy and student evaluation, to assure congruence with institutional educational objectives.

Minutes of the curriculum committee meetings and reports to the faculty governance and deans should document that such activities take place and should show the committee's findings and recommendations.

ED-37. The faculty committee responsible for the curriculum must monitor the content provided in each discipline so that the school's educational objectives will be achieved.

Describe how the curriculum committee monitors the content of required courses and clerkships, and how gaps and unwanted redundancies are identified.

The committee, working in conjunction with the chief academic officer, should assure that each academic period of the curriculum maintains common standards for content. Such standards should address the depth and breadth of knowledge required for a general professional education, currency and relevance of content, and the extent of redundancy needed to reinforce learning of complex topics. The final year should complement and supplement the curriculum so that each student will acquire appropriate competence in general medical care regardless of subsequent career specialty.


Attachment 2

Annual Course Review Guide                                                   

Name of Course:                                                                               Date:

Course Director(s):

 Semester(s) and year covered in this review                            
 Mean student score for the entire course  
 Range of student scores  
 Cut-off used for P/F  
 Number of failures  
 Student overall evaluation score for the course  


Are the course objectives congruent with the educational objectives known as the Competencies Expected of the UVA Educated Physician?

http://www.healthsystem.virginia.educompetencies-page.

Please attach a copy of your current course objectives.

What changes were implemented during the current version of the course?  Note any changes in the stated objectives and in the methods of pedagogy utilized.

Were there any notable problems or successes that occurred during this year's course?

Were there any particular themes within the comments from the student evaluations?  Have the nature of the evaluation comments changed from the previous year?

Have you identified any omissions or unwanted redundancies in course content or process?

What changes in the course are being planned for the next year? How will these changes affect the content and student workload?

-RAB 06.09.06


Attachment 3 

Annual Clerkship Review                                               

Name of Clerkship:                                                                           Date:

Clerkship Director(s):

 Clerkship year covered in this review                            
 Mean; Range of student scores; # of failures (D/F)  
 Range of student scores  
 % periods where grades/evals submitted on time  

Student overall evaluation score for the clerkship

 

Are the clerkship objectives congruent with the educational objectives known as the Competencies Expected of the UVA Educated Physician?

http://www.healthsystem.virginia.educompetencies-page.

Please attach a copy of your current clerkship objectives.

What changes were implemented during the current version of the clerkship?  Note any changes in the stated objectives or in the methods of pedagogy used.

Were there any notable problems or successes that occurred during this year's clerkship?

Were there any particular themes within the comments from the student evaluations?  Have the nature of the evaluation comments changed from the previous year? Please attach a copy of your response to the most recent Mulholland Clinical Clerkship Report.

Have you identified any omissions or unwanted redundancies in clerkship content or process?

What changes in the clerkship are being planned for the next year? How will these changes affect the content and student workload?

What resources (workshops/written material) did your department provide to enhance the teaching and evaluation skills of residents and other non-faculty instructors this year?

What is the level (%) of resident/other instructor participation in activities to enhance their teaching/evaluation skills? Report the outcomes of assessment methods (observation by faculty, feedback from students). What remediation was used if resident performance was inadequate?

-WGW 06.14.06


Attachment 4

Annual Elective Review                                                   

Name of Elective:                                                                              Date:

Elective Director(s):

 Academic year covered in this review                            
 % periods where grades/evals submitted on time  


Are the general Elective objectives congruent with the educational objectives known as the Competencies Expected of the UVA Educated Physician?

http://www.healthsystem.virginia.educompetencies-page

What changes were implemented during the current version of the elective program?  Note any novel or innovative new electives approved by the director and/ the Clinical Medicine Committee.

Were there any notable problems or successes that occurred during this year's elective program?

What changes in the elective program are being planned for the next year? How will these changes affect the content and student workload?

Were there any remarkable comments (praise or concern) from the student evaluations?  Have the nature of the evaluation comments changed from the previous year?

-MGK 06.14.06


Attachment 5


Annual Selective Review                                                

Name of Selective:                                                                           Date:

Selective Director(s):

 Academic year covered in this review                            
 % periods where grades/evals submitted on time  

Are the Selective objectives congruent with the educational objectives known as the Competencies Expected of the UVA Educated Physician?

http://www.healthsystem.virginia.educompetencies-page.

Please attach a copy of your current selective objectives.

What changes were implemented during the current version of the selective?  Note any changes in the stated objectives and in the methods of pedagogy utilized.

Were there any notable problems or successes that occurred during this year's selective?

Were there any particular themes within the comments from the student evaluations?  Have the nature of the evaluation comments changed from the previous year?

What changes in the selective are being planned for the next year? How will these changes affect the content and student workload?

What resources (workshops/written material) did your department provide to enhance the teaching and evaluation skills of residents and other non-faculty instructors this year?

What is the level (%) of resident/other instructor participation in activities to enhance their teaching/evaluation skills? Report the outcomes of assessment methods (observation by faculty, feedback from students). What remediation was used if resident performance was inadequate?

-MGK 06.14.06