one45 curriculum management system training for medical ... · an overview of the system. the...

Project Analysis

One45 Curriculum Management System Training

for Undergraduate Medical Education Administrators

OI&LSYvette Montoya ‐ 543 ‐ Dr. Kevin Brady

Introduction

In response to a need for one centralized system which would allow Undergraduate Medical

Education to house all their curricular data, One 45 a new web based curricular management system

was purchase in the fall of 2014. One 45 helps access and track curriculum for the first 2 years of

medical school. Administrators within the Curriculum Support Center use the system to manage

academic schedules, add content material, manage student and small group lists and

assign/manage/report instructor and student evaluations. This system has allowed the department to

combine several different databases and tools into one robust system. Although this system has

streamlined many processes, the Curriculum Support Administrators have taken on the challenge of

learning a complex system with little to no training.

Learner Analysis

The following analysis looks at the learner’s characteristics, prerequisites, cultural and

geographic characteristics and motivation. The primary audience of learners are medical school

administrators working in a higher education setting. A secondary audience is administrative assistants

who work in the Curriculum Support Center.

General Characteristics

Ethnicity. The Curriculum Support Center (CSC) consists of a culturally diverse group of mostly

hispanic and white decent. According to UNM Office of Institutional Analytics the Health

Sciences Center is made up of 35.3% Hispanics and 52.7% White staff (2012).

Gender. According to UNM Office of Institutional Analytics regular full time staff consists of

79.3% female and 20.7% male (2012). This is a sufficient difference from main campus which

has 66.3% female and 33.7% male. CSC office has a majority of females, 6 females and 2 males.

Age. CSC staff members are between the ages of 30 and 60 years of age.

Education. All learners have their high school diploma with about half having their bachelor’s

degree. English is their primary language.

Cultural and Geographic Characteristics. Geographically learners reside in Albuquerque, New

Mexico.

Prerequisite Skills and Knowledge

The level of experience that most administrators have with the One45 curricular management

system is novice but there are some specific prerequisite skills that they must have to participate. The

learner will need to have knowledge of:

UNM Medical School Curriculum Phase 1 through 4

Awareness of components of each Curricular Phase

Blocks associated with specific curricular phase and student class year

Basic Computer Skills

Motivation

The main motivation will be natural consequences. Learning the new system will have an

immediate impact on the learner’s ability to do their job. They will have the opportunity to apply newly

acquired skills and immediately put them to use. (Keller Psychology of Learning for instruction, Driscoll).

Verbal persuasion will also contribute to the learner’s motivation as I am looking to incorporate mentors

as part of the training having staff members who have been successful in learning the program to tutor

new users. Having standardized goals so learners have expectancies to compare their performance to as

well as having them set their only personal goals.

Task Analysis

Task analysis describe the physical tasks and cognitive plans necessary for a learner to

accomplish a goal. Using printed guides and/or workflows in One45 to go through step by step

instruction for certain tasks;

Become familiar with One45 system and how it is used in curriculum management

Navigate through curricular management system

Perform tasks in One45 with the guidance of an instructor and user guides

Analyze performance and share best practices and tips with other learners

Content Analysis

Content for this training will focus on familiarizing learners will the One45 system, helping them

maneuver through academic schedules and related content and guiding them through step by step

instruction of how to complete work related tasks. The training will be instructor lead and began with

an overview of the system. The materials created for this course, by the instructional designer will be

based on internet resources, interviews with Oner45 users, and a systematic pilot testing. The training

will consist of lecture, demonstrations, small group discussions and one on one help. Depending on the

skill level of the learner those who may be more familiar with the system may aid the instructor in

helping others.

Knowledge: Lecture/Demonstration

1) Review Objectives of Training

2) Overview of UNM School of Medicine Phase I Curricular Map

a) Review academic schedule of first and second year medical students

i) Identify each block and its duration

b) Review different types of student activities and how they are categorized

i) Foundations of Clinical Practice

ii) Tutorials

iii) Clinical Skills

iv) Continuity Clinic

v) Medical Ethics & Professionalism

vi) Culture, Identity, Diversity

vii) Pim Electives

3) Overview of One 45 system

a) General facts about the system and what it is used for

b) Goals of Curriculum Support Center using the system

4) Role of Administrators in One45

a) Overview of types of tasks Administrators will be performing in the system

i) Enter /review/edit academic schedules

ii) Add sections

iii) Add sessions

iv) Confirm dates, times and materials

v) Create student groups

vi) Add faculty to course

vii) Create/send evaluation packages to students and faculty

viii) Monitoring incomplete evaluations

ix) Creating evaluation report

5) Navigating through the One45 system

a) How to log into One45

b) Explore components of One45 system

i) Access Phase I academic schedule

(1) Management Tool

(a) Curricular Year

(b) Course/Block

(c) Sessions and Sections

(2) Tools

(a) People

(b) Evaluations

(c) Handouts/Links

(3) Student Groups

(a) Group Families

(b) Groups in

(c) People in group

(d) Pick leaners

(4) Rolodexes

(a) Students

(b) Faculty

Skills: Manipulation, Articulation

6) With the guidance of your instructor and peers demonstrate tasks with the use of job performance

aids

a) Add/edit sessions in academic schedules

b) Add sections to sessions

c) Add student groups to sessions and/or sections

d) Assign learners to student group

e) Assign facilitators to sessions and/or sections

f) Create student and instructor evaluation forms

g) Assign/manage/report instructor evaluation forms

h) Assign/manage/report student evaluation forms

i) Assign/mange/report weekly assignments

Attitude: Small group discussion

7) Once learners have performed tasks they will discuss their experience

a) What went well

b) What do learners still have questions on or need help with

c) Any tips or best practices from instructor or peers

Context Analysis

Organization

Support: The director of the CSC is in support of the development of an One45 training to fill the

operational needs of the office. The administrators have agreed to participate and I have designated one

in particular to be a subject matter expert (SME). Time has been designated for interviews with the SME

as well as the CSC director and learners. I will also be observing those using the system.

Constraints

Time: The development of the training is happen while the system is already in use. The new curricular

year will began in July 2014 but the preparation has already begun.

Participation: When teaching several people in a small group setting it can be difficult to provide

personalized instruction. It can also be challenging to accommodate different learning styles. Some

learners may have difficulty keeping up with the pace of instruction while others may disengage if pace

is to slow.

Resources: Project is considered part of normal operations so there is no designated budget. There is

only one instructional designer.

Technological

Conference rooms are available for use. Rooms have internet connection, desktop computer, over‐head

projector and white boards. Each of the learners will need access to lab top or desktop. Laptops are

available to be checked out from the Educational Technologies Services department which CSC is a sister

office with or personal laptop can be brought. All materials related to course will be on shared O: Drive

which all learners have access to. One45 is a web based system that is accessible to everyone taking the

training and there is no extra cost involved.

Physical

Training will be instructor led in an office setting or conference room where groups can be lead through

a step by step instructions, sharing materials and skills through presentations, demonstrations and

discussions.

Instructor will be on hand to direct learners by referencing user guides, demonstrating tasks and

answering questions. Learners will be able to share ideas and team problem solve.

Goal Analysis

Organizational:

Curriculum Support Center Administrators will use a systematic approach to completing tasks in

One45 system.

Curriculum Support Center Staff will have formal training in the One45 system

Training will help employees understand the functions of the One45 system within the CSC.

Maximize efficiency in the use of the One45 system while minimizing errors.

Standardize practices for One45 users throughout the CSC.

Instructional:

Create instructional materials to be used in training sessions and as reference guides when

completing tasks in One45.

Design instructor‐ led course focusing on the use of performance aids and small group

interaction.

Design Document OLIT : 543 Yvette Montoya

Instructional Need Audience Course Length Delivery Method

One 45 a new web based curricular management system was recently purchase to helps access and track curriculum within the first 2 years of medical school. Administrators in the Curriculum Support Center use the system to manage academic schedules, add content material, assign/manage student groups, assign instructors to sessions, and assign/manage/report instructor and student evaluations. This system has allowed the department to combine several different databases and tools into one robust system. Although this system has streamlined many processes, the Administrators in the Curriculum Support Center need training to learn this complex system.

UNM School of Medicine Undergraduate Medical Education Administrators Modified

Approximately 4 hours

Instructor‐ Led


Course Goals Course Prequisites Indicate how the One45 system works and identify what

the benefits of using the system for curriculum

management

Acquire knowledge of how to successfully navigate

through the One45 system

Identify tasks and how to complete them

Develop skills by following sequential and logical

approaches to entering and managing information within

the system

The learner will need to have knowledge of:

Familiarity of UNM Medical School Curriculum Phase 1

through 4

Awareness of components of each Curricular Phase

Blocks associated with specific curricular phase and student

class year

Basic Computer Skills

Design Specifications Terminal Objective Enabling Objectives Domain Instructional

Strategies Instructional Activities

As a result of training the learner will identify major components of Phase I curriculum and interpret how the One 45 system will benefit administrators in managing the curriculum.

Summarize Phase I Curricular Map Recognize and recall structure of academic schedules for students in the first 2 years of medical schools Categorize different

Cognitive/ Affective

Lecture/ Discussion

Give an overview of UME Curriculum using an online diagram that lays out the structure of Phase I curriculum and illustrates major components Reference the diagram to distinguish key elements of student schedules Using a student academic schedules as a reference the instructor will describe


types of student activities within the curriculum Explain general information about the One45 system and how it is used for curriculum management List and discuss benefits of using the system Identify tasks that administrators will perform in the system

different types of student activities and how they are categorized Discussion and questioning from learners Provide information on One45 by giving an overview of system and reference general facts from the systems website Present benefits of using a curriculum management system and specify logic behind why Undergraduate Medical Education has implemented the system Give short description of each task

As a result of training the learner will effectively navigate in the One45 Curriculum information management system.

Review how to access and log into system Characterize major components of the One45 system Perform a search within for a specific session in an academic schedule Locate tools used to add

Cognitive Lecture/ Demonstration

Instructor will log into system and ask students to do the same Demonstrate how to access different academic schedules and class groups Indicate were to locate essential elements within the system such as sessions, sections, management tool and rolodexes


and modify content

As a result of the training learners follow sequential and logical approaches to enter and manage information in the One45 system

Add/edit sessions and sections into an academic schedule Add student groups to sessions/ sections Assign learners to student group Assign instructor to sessions Create student and instructor evaluation forms Assign/manage instructor evaluation packages Assign/manage student evaluation packages Assign/mange/report weekly assignments

Cognitive/ Psychomoter

Demonstration/Practice

Brief overview of instruction and expectations of learners Provide learners with user guides for completing each task Demonstrate onscreen how to complete each task by using the step by step guide


Distinguish various reporting options in the one45 system and know how to export raw data Run a report and export data to monitor sent evaluations

As a result of the training learner will identify ways to complete tasks using best practices and problem solve within the system

Give examples of how they were able to complete tasks smoothly Apply structured approaches and techniques to solving challenges encountered when using the system Propose alternative ways to solve issues faced within the system while performing tasks. Identify ways to increase productivity over time

Cognitive, Affective

Labs/Studios Ask learner to apply knowledge acquired by performing each tasks on their own with guidance from instructor and peers Provide immediate feedback to learners regarding their own performance Have learner analyze processes and have discussions on experience

Evaluation Plan Yvette Montoya

OI&LS 543

Background

Based on the need for administrators in the UNM School of Medicine, Curriculum

Support Center (CSC), to gain critical skills required to navigate and manage

information within the “One45” web-based curricular management system, a formal

training has been proposed.

Purpose

The purpose of the “One45” evaluation report is to gather important information,

identify effective instructional strategies and determine if revisions are needed, in order

to make the training more effective. According to Don Clark, “Evaluation is the

systematic determination of merit, worth, and significance of a learning or training

process by comparing criteria against a set of standards.

Formative Evaluation

Morrison, Ross, and Kemp (2004) identify eight elements to every plan that are

modified for each evaluation. These elements direct the testing for all instructional

mediums, such as e-learning, classroom, and printed material. In my formative

evaluation I have followed these steps.

Purpose:

“A formative evaluation (sometimes referred to as internal) is a method

for judging the worth of a program while the program activities are forming (in

progress). This part of the evaluation focuses on the process (Clark). This

formative evaluation will analyze the learning materials and review the process

of how the material is being delivered. This will help to determine if changes to

need be made in order to enhance the effectiveness of the course.

Audience:

Interim results will be shared with director of the Curriculum Support office, the

target recipients of the evaluation will be the Instructional Designer, Subject Matter

Expert (SME), and CSC staff.

Issues:

Are materials appropriate for learners’ skill level?

Was course material ie. user guides clear and easy to follow?

Are user guide steps sequenced appropriately?

Was the content accurate, up to date and comprehensible?

Did the training improve the learner’s awareness and attitude towards the One45

system?

Did the learners demonstrate ability to master the objectives based on

information provided in instruction?

Does any further information required to ensure the learners successfully

complete training?

Resources:

Materials (User guides and design document)

Access to CSC office in order to conduct interviews with Subject Matter Expert

SME expert will be asked to fill out a questionnaire to assess, course materials,

user guides and instructional strategies

CSC director will be asked to fill out a questionnaire regarding long term goals of

training

In one-to-one interview Instructional Designer will discuss purpose, structure and

format of course with SME

Test Group, consists of 3 leaners who attend a pilot class

During test training information will be gathered by trainer on observation form

Before and after pilot class learners will be asked to fill out surveys that will

evaluate the instructional strategy, review course content and material and

assess if objectives have been met.

Data collection instruments (office observation form, interview questions,

surveys, self-evaluation forms)

Small classroom with projector, computer and 3 laptops with internet access

Evidence

The data collected during the evaluation process will include

Qualitative feedback based on the instructional designer’s observations and

results from Subject Matter Expert questionnaire

Quantitative findings from learner survey gathered before and after pilot class.

Data-gathering Techniques:

Evaluator Target Instruments

Instructional Designer

Learner group

Gather information on

instructional methods and

course materials based on

question and answer

sessions and student

feedback collected by

periodically answering

specific questions given

throughout the training

Observation form

SME

CSC director

Analysis on course format

One to one interview

Questionnaires

and content, course

materials and instructional

strategies

Learner Group Obtain information on

learner satisfaction with

the One45 training and

materials provided to them

for further use.

Pre and Post Surveys

Analysis

The data will be collected and organized into a comprehensive evaluation report,

which will give an overview of the qualitative findings and outcome from the observation

from, one-to-one interview, questionnaire as well as the quantitative results from the

learner surveys. The data will summarized on a spreadsheet in order to analyze the

findings and address if the objectives for the training were met. Recommendations with

be based on the finding and address the any issues.

Reporting

A final formative evaluation report will be provided to the CSC director and

Subject Matter Expert and a presentation will be give an overview of the findings and

recommendations.

Summative Evaluation

According to Don Clark, “A summative evaluation (sometimes referred to as

external) is a method of judging the worth of a program at the end of the

program activities (summation). The focus is on the outcome.” This summative

evaluation will occur after the implementation of the training and examine components

of instruction, learner’s attitudes and learner’s ability to perform tasks given the skills

acquired during the course.

Objectives

Based on Kirkpatrick’s Four Levels of Evaluation the four objectives for this

evaluation plan are as follows;

1. Reaction: Gather data about learners attitudes and feedback related to

instruction

2. Learning: Assess if learners are able to perform certain tasks referencing user

guides

3. Behavior: Determine if after training, learners use guides and find them

beneficial to complete daily tasks assigned in One45

4. Results: Determine if training has improved overall attitudes towards using the

system and helped streamline processes and increase productive

Evidence:

The following information is needed in order to gather data and analysis the

effectiveness and impact of the One45 training:

Post learner opinion survey completed at end of training in order to measure

learners overall satisfaction with training.

Instructor’s observation checklist, students will be asked to complete a task that

will test a specific set of skills to assess performance

A post self-assessment will be sent to learners, preferably via email once

learners have had the opportunity to complete tasks in authentic situation

Evaluation Design

The evaluation design will reference the methodology used to assess the

overall effectiveness of the training as well as give the designer an indication of the

learner’s attitudes and abilities after the completion on the training. Success will be

based on data gathered from; post learning survey, which will capture learner’s attitudes

and feeling towards the instruction; observation checklist, which will allow the instructor

to observe learners skill set; and learner’s self-assessment which will provide insight on

if learning objectives were met and whether the training had successful organizational

outcomes. The evaluation will be implemented through written and email

communications. Learners will submit their data to instructor and via online tool, such as

survey monkey. Data will then be complied and analyzed. The finding will be reported to

Curriculum Support Center director and administration.

Objective Process Measures Data Tool

Gather data about learners

attitudes and feedback

related to instruction

Learners perception of

effectiveness of training

Post Survey

Assess if learners are able

to perform certain tasks

referencing user guides

Knowledge/skills gained Observation Checklist

Determine if learners

reference user guides after

training and find the guides

a useful resource

Worksite implications Post Self-Assessment

Determine if training has

improved overall attitudes

towards using the system

and helped streamline

processes and increase

productive

Impact on organization Post Self-Assessment

Data Collection

Both quantitative and qualitative data will be collected for the summative

evaluation. The data will provide effectiveness of instruction based on learner’s

attitudes, skill level and worksite competence.

Post Survey

Qualitative data on student opinions, attitudes, and confidence towards working

in the system will be gathered at end of training. This will help provide feedback on

student engagement with the material as well as skill level, comprehension and any

misconceptions.

Instructor Observation Checklist

Quantitative data will be collected by the instructor, using the checklist to assess

learner’s mastery skills and competence. Learners will be asked to complete a task

given user guide as a reference. This will give them the opportunity to test the

knowledge they’ve acquired. Instructor will base finding on rating scale provided in

checklist.

Post self-assessment

Both quantitative and qualitative data will be collect in the post self-assessment

survey. An online survey will be sent within one week of training, learners will be asked

to reflect on their learning experience. They will rate their ability to understand concepts

or techniques used in training, how they addressed any challenges faced and if they felt

a sense of completion to the learning process. Data will be collected and added to

database to analysis.

Analysis

Smith and Ragan (1999) recommend analyzing data in a fashion that will be easy for

the decision makers "to see how the instructional program affected the problem

presented in the needs assessment" (p. 360). Descriptive statistics (e.g. means, range,

frequency) or inferential statistics (differences between two instructional programs or

from pretest to posttest within the same program) may be required. After reviewing

objectives, qualitative information will be categorized by strengths, weaknesses, overall

experiences, recommendations, and outcome indicators. Quantitative data will be

studied by creating a mean or average for questions based on the ratings.

Reporting

The data will be provided to the CSC director and instructional designer, as an

indication of the learner’s attitudes and abilities after the completion on the training and

if intended outcomes have been fulfilled. The findings will be used to address any

issues and instructional designer will make changes based on feedback from CSC

director and data before instruction is implemented again.

Confirmative Evaluation

“Historically, formative and summative evaluations formed the foundation for

judging a program in improving performance before, during and immediately after

program implementation. Confirmative evaluation expands traditional evaluation to

measure long term and expanded performance improvement. Additionally, it assists an

organization's change process by identifying areas where additional effort is necessary

and by confirming institutionalization of desired changes” (Dessinger & Mosley, 2004;

Mohrman & Cummings, 1983). This confirmative evaluation will collect, examine and

interpret data which focuses on long term outcomes of the One45 training and

determine if the training continues to improvement performance within the department.

Purpose

The purpose of the confirmative evaluation is to measure the long term

effectiveness of training and confirm the learner’s continuous performance abilities as

well as to help determine if any further improvements are needed.

Key Questions

The confirmative evaluation will assess the following questions;

Do learners feel the new processes and tools provided to them in the training

have enhanced their abilities to complete tasks in the One45 system?

Do the learners feel the instructional materials provided during the training are

still relevant when completing tasks within the system?

After training are learners continuously able to perform tasks correctly and

efficiently?

Has learners understanding of the One45 system changed their attitudes and

values since the training?

Evidence

The following data must be complied in order to address key questions;

Qualitative data based on interviews with learners and small focus groups

Qualitative data based on Self-Performance Assessments

Evaluation Plan

The evaluation plan will assess the outcome of the training and makes a judgement

to determine the continued worth to the department. The overall impact will be based on

a learner-oriented approach and measured using the following methods

Conduct quarterly interviews with learners, supervisor and students who use the

system. Determine if learner’s skills and attitudes have improved since

implementation of training

Learners will take a self- performance assessment based on their performance

and views towards the One45 system

Data collection

There will be 2 methods for collecting the data;

Quantitative data via interviews with learner, supervisor, and students

Qualitative data obtained by the use of a rating scale to determine means and

standards which indicate learner’s success, views and understanding of the

system

Analysis

Qualitative data will be compiled and analyzed based on the feedback provided

from interviews and small group discussions with the learners. Response will focus on

learner’s accomplishments, behavior and attitudes towards the system in order to

determine the effectiveness of the training program and if any further changes are

required.

Qualitative data will be collect and analyzed through a self-performance assessment

which will have the leaners rate their experiences in order to measure individual and

departmental performance improvement and the overall results of the training.

Reporting

Results collected and analyzed for this confirmative evaluation will identify the

successful aspects of the training related to individual and department performance as

well as understanding and attitudes towards the system and identify any needed

enhancements in the training program. The evaluation will be used as a continuous

improvement tool and will be administered periodically based on the need of the

department. Finding from the evaluation will be shared with department director,

managers and instructional designer.

Resources

Smith, P. and Ragan, T. (1999). Instructional design (2nd ed.). New York: John Wiley &

Sons, Inc.

Evaluation Samples Yvette Montoya OI&LS 543

Formative Evaluation - One on One Interview with SME

What outcomes should come from this training?

Are the objectives clear and do they match the desired outcomes?

Is the training presented in a logical sequence?

Is there a sufficient amount of time given for the instruction?

Are the materials provided appropriate for the skill level of learners?

Are the user guides clear, easy to follow and could used as a reference after the

training?

Does the online instruction enhance the learning experience?

Is there additional information that should be provided during the training?

Do you feel the training helps improve overall attitudes towards using the system?

Summative Evaluation- Post Survey

Please take a moment to answer the following questions. Your comments are an important contribution as we design learning experiences to meet your professional needs.

What will you do differently in your practice as a result of this training?

What do you feel were the strengths of this training?

What do you feel you had difficulty with?

Are there any areas of this training that you feel could be improved?

What additional training-development education do you require?

Confirmative Evaluation- Self- Performance Assessment

1. Please rate the following statements using a 1 through 5 scale where:

1 = Disagree Strongly 5 = Agree Strongly

____ What value does the one45 system have on enhancing your workflow process?

____ Have new processes and tools provided in the training improved your abilities to

complete tasks in the One45 system?

____ What is your comfort level with using the One45 system after the training?

____ Do your feel the instructional materials provided during the training are still

relevant when completing tasks within the system?

____ How much has your overall knowledge of the one45 system increased?

Management Plan Yvette Montoya OI&LS 543

Environment

The environment includes the physical space and technology required to hold an effective

course. This training has the support of the Curriculum Support Center director and the University will

act as an institutional resource. Trainings will take place in classrooms and/or conference rooms on

campus. They will need to be reserved beforehand and have access to technical equipment such as a

projector and screen as well as access to the internet and tables with enough space for laptops. Laptops

for the learners can be checked out from the Educational Technology Services department. Another

option would be to reserve a computer lab if available in which learners will use desktops.

Resources

Personnel is a critical resource during the planning and implementation of the training. Having

sufficient staffing to provide essential support is imperative to the long term success of the training.

Once implemented we will have employee subject matter experts to add with the promotion,

preparation and delivery of training based on a rotation schedule. The instructional designer, CSC

director and managers will also have continuous roles in the evaluation process. Below is a responsibly

assignment matrix to designate responsible parties for key duties throughout the Instructional Design

process.

Staffing

Tasks Individuals

Instructional Designer Subject Matter Expert CSC Director

Project Approval X

Analysis X X

Goals and Objectives X X X

Instructional Strategies X X

Evaluation Plan X X

Content development X X

Training preparation X X

Formative evaluation X X X

Training promotion and launch X X

Training delivery X

Summative evaluation X X X

Confirmative evaluation X X X

Revisions X X X

Budget

Budget needs such as technologies, staffing, equipment and physical space for this project will be

covered by the institution so costs will be keep to a minimal.

Cost Categories Cost

Time

Instructional Designer All business will take place during regular

Subject Matter Expert/Instructor hours and will not accrue additional costs

CSC Director

Materials

Training Handouts (Facilitator Guides, learner user guides, evaluations)

$150

Data analysis and reporting documents $100

Total $250

Schedule

Time Topic Title

8:00am – 8:20am Welcome o Ice Breaker (10 minutes) o Review Objectives and goals of Training (5 minutes) o Review Agenda (5 minutes)

8:20am‐ 9:00am

Overview of UNM School of Medicine Phase I Curricular Map

o Review academic schedule of first and second year medical students (20 minutes)

o Identify each block and its timeline (10 minutes) o Review different types of student activities and how they

are categorized (10 minutes)

Foundations of Clinical Practice

PBL Tutorials

Clinical Skills

Continuity Clinic

Medical Ethics & Professionalism

Culture, Identity, Diversity

Pim Electives

9:00am‐ 9:20am Overview of One 45 system o General facts about the system and how it is used to manage and

track medical school curriculum (10 minutes) o Ways in which it One45 will benefit the Curriculum Support Center

(10 minutes)

9:20am‐ 10:00am (Each sections should take approx. 5 minutes)

Role of Administrators in One45 o Overview of types of tasks Administrators will be

performing in the system

Enter /review/edit academic schedules

Add sections

Add sessions

Confirm dates, times and materials

Create student groups

Add faculty to course

Create/send evaluation packages to students and faculty

Monitoring incomplete evaluations

Creating evaluation report

10:00am‐ 10:55am Navigating through the One45 system o How to log into One45 o Explore components of One45 system o Access Phase I academic schedule (30 minutes)

Management Tool

Curricular Year

Course/Block

Sessions and Sections

Tools

People (10 minutes)

Evaluations

Handouts/Links

Student Groups (10 minutes)

Group Families

People in group

Pick leaners Rolodexes (5 minutes)

Students

Faculty

10:55am‐ 12:10pm (each task should take between 7 minutes)

With the guidance of your instructor and peers demonstrate tasks with the use of job performance aids

o Add/edit sessions in academic schedules o Add sections to sessions o Add student groups to sessions and/or sections o Assign learners to student group o Assign facilitators to sessions and/or sections o Create student and instructor evaluation forms o Assign/manage/report instructor evaluation forms o Assign/manage/report student evaluation forms o Assign/mange/report weekly assignments

12:10pm‐ 12:30pm Small group discussion ‐ Once learners have performed tasks they will discuss their experience

o What went well o What do learners still have questions on or need help with o Any tips or best practices from instructor or peers o Fill out evaluations

The following chart is a timeline for milestones in the project

Milestones January March April May June August

Analysis

Planning meeting with CSC director and SME to identify needs and desired outcomes

x

Conduct analysis, establish goals x

Follow up meeting with SME and CSC director for approvals

x

Design & Development

Write objectives x

Determine instructional needs x

Course design x

Create instructional materials x

Establish and approve evaluation plan x

Implementation

Create Prototype x

Conduct Pilot x

Formative evaluation x

Make needed revisions x

Full implementation x

Summative evaluation x

Confirmative evaluation x

Deliverables

Analysis/Design

Analysis Plan

Design Plan

Management Plan

Evaluation Plan

Development/Implementation/Evaluation

Facilitator guide

Learner guide

Sample learner user guides

o Monitoring uncompleted evaluations

o Assigning students to groups

o Assigning faculty to groups

Sample Evaluation instruments

o Formative‐ Questionnaire

o Summative –Instructor observation checklist

o Confirmative‐ Learner self‐assessment

One45 Administrator Manual Yvette Montoya

OI&LS 543

Agenda

Time Topic Title 8:00am – 8:20am Welcome

o Ice Breaker o Review Objectives and goals of training o Review agenda

8:20am- 9:00am

Overview of UNM School of Medicine Phase I Curricular Map o Review academic schedule of first and second year medical

students o Identify each block and timeline o Review different types of student activities and how they are

categorized

9:00am- 9:20am Overview of One 45 system o General facts about the system and how it is used to manage and

track medical school curriculum o Ways in which it One45 will benefit the Curriculum Support Center

9:20am- 10:00am (Each sections should take approx. 5 minutes)

Role of Administrators in One45 o Overview of types of tasks Administrators will be performing in the

system

10:00am- 10:55am Navigating through the One45 system o How to log into One45 o Explore components of One45 system o Access Phase I academic schedule

10:55am- 12:10pm

With the guidance of your instructor and peers demonstrate tasks with the use of job performance aids

12:10pm- 12:30pm Small group discussion - Once learners have performed tasks they will discuss their experience

One45 Fact Sheet

One45 software system is an online curricular management, scheduling and evaluation

tool.

Core Benefits

Improve workflow efficiency

Enhance communications between several entities

Centralized student and faulty information

Centralized schedules

Track teaching efforts of your faculty

Track curriculum inventory for reporting purposes

How will you use the system?

Create & manage schedules

Manage users

Schedule faculty and learners

Set up evaluation workflow

Sent and track evaluations

Generate and produce evaluation reports

One45 User Guides

To view your schedule:

1. Click the Schedules tab. Click on Management Tool. Your curriculum schedule opens in a

new window.

Your schedule is organized into portfolios that appear as folders. Each portfolio relates to a year in

the program.

Within each portfolio the courses that the students are taking for the academic year are listed. To

see the courses within a portfolio, click on the small arrow next to the porfolio. Your courses appear

as boxes beneath the portfolio.

Courses in one45 are broken down into session and sections. The sessions are used for multiple components of a course (i.e. lectures and labs). To view the sessions within a course, click on the arrow next to the course. Each session appears as a flower. These sessions can be broken down further into sections. Each section refers to a specific event which you can schedule the time, date and room number. You are able to view the sections by clicking on the arrow next to the session.

To Assign Students in One45

1. Click on Schedules

2. Click Management Tool

3. Click ➤ Arrow on appropriate Year and Block

4. Click on pencil and sort by date

5. Find date of activity you want to enter faculty to. Click arrow to find group.

6. Click pencil on group. Select tools.

7. Select People

8. Click Learner. Click Add

9. In Families, click on appropriate year. Then groups will populate, click on appropriate group list. Next students will then populate in far right box.

10. Click on “Add learners as:” tab at bottom on screen and change to student or appropriate assignment.

11. Click on the learners name (to add multiple learners hold “Control” button and click on multiple students). Name will populate in Individuals box (to remove a student from this list double click on the student name). Click Save when group is complete.

To Assign Faculty in One45

1. Click on Schedules

2. Click Management Tool

3. Click ➤ Arrow on appropriate Year and Block

4. Click on pencil and sort by date

5. Find date of activity you want to enter faculty to. Click arrow to find sessions.

6. Click pencil on group. Select tools.

7. Select People

8. Click Facilitators. Click Add

9. Click in search box and type facilitator last name, click search button

10. Double click on faculty name (name will appear in box below). Go to Add facilitator drop down and change to appropriate title and save.

11. To add another faculty click the add button

Monitoring uncompleted evaluations

1.) Click on “Sendouts” Tab 2.) Click on “Custom Search” under “Evaluation Tracking”

3.) Click on last “all or Form” drop down list under “find forms with the following criteria”

4.) Select appropriate form 5.) Choose appropriate time period (From, To) Under “date options”

then click “Export to excel” button at bottom of screen

6.) Click downloaded Excel spreadsheet.

7.) Delete unneeded columns, keep Moment name (for tutor evaluations only), Evaluator Name, Target Name, Status

8.) Highlight Status column then add filter 9.) Click the drop down arrow on status column and sort by A-Z. Those

with Outstanding or Saved, not completed will need to be contacted.

one45 curriculum management system training for medical ... · an overview of the system. the...

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