evidence-based medicine curriculum development
TRANSCRIPT
Learning Objectives
• Describe current drivers of EBM curriculum in UME and GME
• Describe the basic process of curriculum design
• Apply these principles to the design of your own learning session(s)
• Discuss curricular successes and challenges you are facing
WANTING MORE TIME FOR EBM IN YOUR CURRICULUM?
What might make curriculum deans and committees interested….
Start at the End
• What do you want your learners to be able to do by the time they have completed the curriculum?– May require needs assessment
• Start with goals of the curriculum– Map to learning objectives for individual sessions
– Develop educational sessions based on these objectives
• Assess learning– Should measure learning objectives
• ReviseDiamond, R. (1998). Designing and assessing courses & curricula: A practical guide. (3rd ed.). San Francisco: Jossey-Bass.
Sample Curricular Goals and Objectives
From: Zipkin, D., et. al (2010). Creating or Upgrading Your Evidence-Based Medicine Curriculum. Presented at the SGIM National Meeting. April 29.
Bloom’s Taxonomy
Adapted from: Bloom, B. (Ed.) (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. New York: David McKay.
PLHET: A recipe for designing successful sessions
• Prep – What assignments or activities are expected of the learner prior to the session?
• Link – How does this relate to the learners’ prior knowledge?
• Hook – What’s motivating the learner?• Engagement – What teaching method(s) and
format(s) will you use to address different learning styles?
• Transfer – How are learners expected to use the information in the future?
Goldman, E. (2011). Human Organizational Learning: Adult learning.
Resources
• Guyatt, et al. (2014). Users’ Guides to the Medical Literature (3rd ed.). New York: McGraw Hill.
• R. Fletcher, S. Fletcher, G. F. (2014). Clinical Epidemiology: The Essentials (5th ed). Philadelphia: Wolters Kluwer - Lippincott Williams & Wilkins.
• Tips for Teachers of Evidence-based Medicine• Diamond, R. (1998). Designing and assessing courses & curricula: A
practical guide (3rd ed.). San Francisco: Jossey-Bass.• Maggio, Lauren; MS, MA; Cate, Olle; Irby, David; OBrien, Bridget
Designing Evidence-Based Medicine Training to Optimize the Transfer of Skills From the Classroom to Clinical Practice: Applying the Four Component Instructional Design Model.Academic Medicine. 90(11):1457-1461, November 2015.
• Maggio LA. Ten Cate O, Chen HC, Irby DM, O’Brien BC. Challenges to Learning Evidence-Based Medicine and Educational Approaches to Meet These Challenges: A Qualitative Study of Selected EBM Curricula in U.S. and Canadian Medical Schools. Acad Med 2016 Jan;91(1):101-6
Common Challenges to Implementing an EBM Curriculum
• Balancing “required” (e.g. USMLE) with necessary (e.g. needed to practice) content
• Recruiting and retaining core faculty
• Buy-in of stakeholders
• Teaching in clinical environments
• Experiential learning
• Evaluating curricula and demonstrating benefit
• Sustainability
© 2015 by the Association of American Medical Colleges. Published by Lippincott Williams & Wilkins, Inc. 2
Table 1
Designing Evidence-Based Medicine Training to Optimize the Transfer of Skills From the Classroom to Clinical Practice: Applying the Four Component Instructional Design Model.Maggio, Lauren; MS, MA; Cate, Olle; Irby, David; OBrien, Bridget
Academic Medicine. 90(11):1457-1461, November 2015.DOI: 10.1097/ACM.0000000000000769
Table 1 Examples of Evidence-Based Medicine (EBM) Training Activities Based on the Four Component Instructional Design (4C/ID) Modela
A useful breakdown of how to package EBM skills learning for earlier medical school, and then latter med school. You’ll recognize some of these approaches from the Duke workshop!