Curriculum Revision - Physician Assistant Education Association

Curriculum Revision - Physician Assistant Education Association

2017 PAEA Workshops Program Directors 101 Curriculum Revision Jeanie McHugo Meredith Davison Objectives Upon completion of this presentation, the participant will be able to: Describe the components of curriculum design and revision Identify and use programmatic data sources during the revision

process Analyze previous experiences and identify strategies for improvement Curriculum The planned and unplanned experiences that students have while taking part in an educational program. What are the curricular foundations for PA education? What is the curricular influence for your program? Components of Intentional Curriculum Raw Material willing student with prerequisite knowledge, skills and attitudes

Curriculum Package Goals Courses Sequence Facilitators (teachers) Syllabi Lesson Plans Evaluation Instruments Physical Resources (desks, chairs, computers etc.) Where Are You in the Revision Process? Tinkering at

the margins Major overhaul needed Plan Ahead know what finished product looks like understand institutional requirements changes must be consistent with your mission curricular essentials sequencing content and objectives syllabi, textbooks, rubrics, sequencing and exams delivery

others requirements Curriculum Mapping Subject/ System Topic Subtopic(s) Cardiology CHF

Acute Dermatology Course/Term Content Hrs Adult PA-600/F1

1 Chronic Adult PA-600 1 Infections

Bacterial: cellulitis, furuncles, Adult Peds PA-601/Sp1 1.5 Examination

Lesion morphology Adult Peds Geriatric PA-501 1 lect 1 lab Curriculum mapping helps faculty understand what is planned for

instruction. There are several models available Key Players Faculty course coordinator Course workgroup (temporary) Faculty curriculum committee Stakeholders: Faculty, Dean, Graduates, Preceptors, Employers & STUDENTS Implementation/On-going Evaluation Real-time feedback from students and course facilitators Focus groups

Classroom assessment techniques Student performance Student course evaluations Ongoing Quality Improvement vs. Curriculum Revision Curriculum evaluation is a continuous process Institutional definitions and/or decisions may dictate your actions The Unintended (Hidden) Curriculum: What Influences Student Learning?

culture of the program faculty modeling peer interactions extra-curricular events (planned and unplanned) Things to Remember. Document the process as part of on-going self assessment (needed for ARC-PA) Be prepared to make real-time modifications based on student/facilitator feedback Listen, listen, listen.

Major Revisions Needed Why? When? What? Who? Curriculum Revision Scenario Presentations Acknowledgements

Patrick Auth Grace Landel Matt Baker Bridget Calhoun Marvis Lary Tony Miller Dawn Morton-Rias

Resources ARC-PA, Accreditation Standards for Physician Assistant Education, 4th edition. Hudak, N. M., Scott, V., Spear, S. B. & Hill, K. J. (2015). Reinventing the wheel: one programs approach to redesign of didactic courses. Journal of Physician Assistand Education, 26(4): 204-207. Kern, D. Curriculum Development for Medical Education A SixStep Approach. Pascarella, E. & Terenzini P. (2005). How College Affects Students: A Third Decade of Research. Jossey-Bass. Presenters acknowledge contributions from previous workshop facilitators including Matt Baker, Bridget Calhoun, Marvis Lary, Tony Miller & Dawn Morton Rios

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