Review of Y2 SBM Repro Course Preclinical Subcommittee January, 2014 Aaron Barnes (Geisel 2), Rich Comi MD, Hal Manning MD. Course learning objectives Course learning opportunities Learning assessments for students Measures of overall quality for the course
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SBM Reproductive Endocrinology
Review of Objectives
Rich Comi, MD
Course Objectives from Ilios
Course Objectives from Ilios (continued)
21) Take responsibility for your own education
22) Read critically , evaluate and assess information about disorders of RS
23) Search efficiently for high quality relevant info about disorders of the RS
Review of Objectives:
Objectives 5 and 6 are redundant
Objective 11 seems too broad
Objective 12 is vague
Objectives 20 , 21 and 23 are not specific to this course but seem reasonable
There are several typos
# 23 is mislabeled as 22 and always paired with 22 – “22,22”
Session mapping to course objectives
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
This shows that all course objectives are addressed multiple times in the sessions, but that #11 may be too broad
Mapping Geisel to the NBME Step 1 curriculum
Gender, ethnic, and behavioral considerations affecting disease treatment and prevention, including psychosocial, cultural, occupational, and environmental
emotional and behavioral factors
influence on person, family, and society
occupational and other environmental risk factors
family planning and pregnancy
gender identity, sexual orientation, sexuality, libido
effects of traumatic stress syndrome, violence, rape, child abus
9,10,14, 15, 17,19,
In excess of NBME 1:
8 (diagnostics), 13 (team integration), 16 (problem solving skills), 18 (communicate with professionals), 20 )team skills), 22( read literature), 23 (search literature)
Mapping Geisel to the LCME Content Emphases
ED-10. The curriculum of a medical education program must include behavioral and socioeconomic subjects in addition to basic science and clinical disciplines.
ED-11. The curriculum of a medical education program must include content from the biomedical sciences that supports students' mastery of the contemporary scientific knowledge, concepts, and methods fundamental to acquiring and applying science to the health of individuals and populations and to the contemporary practice of medicine.
ED-12. The curriculum of a medical education program should include laboratory or other practical opportunities for the direct application of the scientific method, accurate observation of biomedical phenomena, and critical analysis of data.
ED-13. The curriculum of a medical education program must cover all organ systems, and include the important aspects of preventive, acute, chronic, continuing, rehabilitative, and end-of-life care.
ED-14. The curriculum of a medical education program must include clinical experience in primary care.
ED-15. The curriculum of a medical education program must prepare students to enter any field of graduate medical education and include content and clinical experiences related to each phase of the human life cycle that will prepare students to recognize wellness, determinants of health, and opportunities for health promotion; recognize and interpret symptoms and signs of disease; develop differential diagnoses and treatment plans; and assist patients in addressing health-related issues involving all organ systems.
ED-16. The clinical experiences provided to medical students by a medical education program must utilize both outpatient and inpatient settings.
ED-17. Educational opportunities must be available in a medical education program in multidisciplinary content areas (e.g., emergency medicine, geriatrics) and in the disciplines that support general medical practice (e.g., diagnostic imaging, clinical pathology).
ED-17-A. The curriculum of a medical education program must introduce medical students to the basic scientific and ethical principles of clinical and translational research, including the ways in which such research is conducted, evaluated, explained to patients, and applied to patient care.
ED-18. The curriculum of a medical education program must include elective opportunities to supplement required courses and clerkships (or, in Canada, clerkship rotations).
ED-19. The curriculum of a medical education program must include specific instruction in communication skills as they relate to physician responsibilities, including communication with patients and their families, colleagues, and other health professionals.
ED-19-A. The core curriculum of a medical education program must prepare medical students to function collaboratively on health care teams that include health professionals from other disciplines as they provide coordinated services to patients. These curricular experiences include practitioners and/or students from other health professions.
ED-20. The curriculum of a medical education program must prepare medical students for their role in addressing the medical consequences of common societal problems (e.g., provide instruction in the diagnosis, prevention, appropriate reporting, and treatment of violence and abuse).
ED-21. The faculty and medical students of a medical education program must demonstrate an understanding of the manner in which people of diverse cultures and belief systems perceive health and illness and respond to various symptoms, diseases, and treatments.
ED-22. Medical students in a medical education program must learn to recognize and appropriately address gender and cultural biases in themselves, in others, and in the process of health care delivery.
ED-23. A medical education program must include instruction in medical ethics and human values and require its medical students to exhibit scrupulous ethical principles in caring for patients and in relating to patients' families and to others involved in patient care.
There are minor typos to be fixed
Objective 11 is too broad
The objectives do a nice job of covering the NBME curriculum and LCME emphases but there are a few areas that could be improved (yellow boxes with “?”
NBME topics: metabolic, systemic disorders
and “protective systems ( bacterial biome?)
gender and cultural biases
observation/measurement of biophenomena
Question style #
Factual only, test recognition/memorization 17
Important concepts, avoid test fatigue
Clinical vignette with reasoning27
Application of knowledge: 17 --Interpret findings, data14
--Photos of pathology 3
Negative stem 0
Multiple T/F format 3
Pharmacology questions 5
Short answer/essay3 -- Facts (list some of the…..)1
-- Comment on brief clinical vignette2
“Use each item once, more than once,
or not at all”.
Data from 2012-2013 evaluations:
Among the questions asked on the course review pertaining to the “usefulness” of course elements, none scored below a 3.12.
All faculty were rated at a 3.26 or higher, with 19 of 28 lecturers receiving a score of 3.70 or higher.
Representative comments (strengths):
Representative comments (weaknesses):