Medical School Tobacco Curriculum Development - Strategies for Effective Learning

1. PACE Medical School Tobacco Curriculum Development Catherine Dubé, EdD

3. Curriculum Development Formative Analyses Building a Strategy Developing Materials

4. Front End Analyses • Needs Analysis • Task Analysis • Context Assessment

5. Needs Analysis • Define competency • Educational need/deficiency • Audience analysis • Identify primary and secondary audiences • Learning Styles • Baseline Assumptions

6. Task Analysis • The “task” is the outcome behavior • KSAs • Complex Task? Formal Analysis • Define/describe the behavior • What are the steps in the behavior? • For each step: KSAs

7. Example: Greeting a Pt • Make initial eye contact; smile • Scan for distractions • Minimize distractions; attend to privacy • Greeting “Hello” • Formally address the patient by name • Introduce yourself & state your role • Shake hands (social touch) • Sit down

8. 6. Introduce yourself and state your role K– Understand your role Medical student protocol Acceptable wording S– Explaining in common language Relating to the patient/nonverbal A– Humility, confidence and other attitudes influencing affect

9. Task Analysis: Sources of Data • Literature • Evidence-based guidelines • Research • Opinion • Expert Opinion • Observation • Expert Performer Analysis

10. Context Assessment • What is the setting for teaching and learning? • What resources are available? • Incentives/motivation for learning? • Limitations • Time – Resources – Disincentives

11. Establish: • Goals: Broad statement about what you intend to accomplish • Objectives: Behaviorally-based statements including evaluation • Teaching Methods: Viable options

12. Learning Hierarchy • Based on task analysis findings • Helpful with complex tasks • Shows prerequisite relationships • Ensures efficiency and complete coverage

13. Learning Hierarchy Goal: Greet the Patient Greet the Patient PRACTICE Integration of Skills: Greeting the Patient The Med Student’s Role in Patient Care Making Physical Contact with the Patient Appropriate Greetings How to Address the Patient Addressing Distractions Common Distractions Caring Attitudes Clinic Rules Managing Physical Space Using Common Language

14. Making Decisions: Review Results • Needs analysis • Most students express confidence in this skill without instruction • Greatest discomfort is in ability to describe the student’s role • Untrained students make multiple errors in standardized patient interactions

15. Making Decisions: Review Results • Audience Analysis • Primary Audience: 1st Year Med Students • Have limited exposure to clinical medicine • Oriented toward memorization • May minimize non-science coursework • Baseline assumptions • English proficiency – May use jargon • High achievers – Little medical knowledge

16. Making Decisions: Review Results • Context Assessment • Dedicated 1st year course • Preceptors, inpatients available • Readings (read with incentives) • Grade incentive effective • Small hospital conference rooms • Limited AV equipment at hospitals • Time: 15 min within a 2 hour session

17. Learning Hierarchy Goal: Greet the Patient Greet the Patient PRACTICE Integration of Skills: Greeting the Patient The Med Student’s Role in Patient Care Making Physical Contact with the Patient Appropriate Greetings How to Address the Patient Addressing Distractions Common Distractions Caring Attitudes Clinic Rules Managing Physical Space Using Common Language

18. The Difference Between a Curriculum and a Pile of Stuff • Transferability: Contains tools and resources so others can use it • Ease of Use: Materials are well organized and complete • Format: Materials conform to a common format. • Synergy: Modules fit together coherently • Coverage: Adequate coverage of a competency area

19. Important Elements • Implementation guide • Instructor’s notes • Citations, evidence • Related resources • Instructional tool kit