TRANSFORM AND ROLL OUT! STRATEGIES FOR SCHOOLS UNDERGOING CURRICULUM REDESIGN
Kirstin Nackers,University of Wisconsin School of Medicine and Public Health,Madison,WI; Eileen A. Cowan,University of Wisconsin School of Medicine and Public Health,,; Raquel G. Tatar,University of Wisconsin School of Medicine and Public Health,,; Adam R. Weinstein,Geisel School of Medicine at Dartmouth,,; Michelle B. Noelck,Oregon Health and Science University,,; April Buchanan,University of South Carolina School of Medicine Greenville,,; Sara Bukelew,University of California-San Francisco,,; Michele Long,University of California-San Francisco,,; Terry Kind,George Washington University,,; Michael S. Ryan,Virginia Commonwealth University School of Medicine,,

Rationale:

Recent AAMC data show that two-thirds of medical schools are currently undergoing or planning major curriculum changes, with half of these changes affecting the entire curriculum.  Common features of new curricula include longitudinal learning activities and earlier entry into clinical rotations.  For pediatric educators, this transition may require dramatic redesigns of well-established curricula and/or the need to collaborate across traditional departmental silos.  It also presents the opportunity to reconsider and optimize curricula in pediatrics and beyond.  This session will provide opportunities for participants to share experiences with curriculum transformation, as well as explore approaches for developing and sustaining curriculum redesign.  



Objectives:
  1. Describe Kern’s 6-step approach to curriculum development
  2. Discuss common challenges in medical school curricular redesign including overlapping curricular structures, longitudinal courses, and accreditation considerations
  3. Develop an approach to address these common challenges


Methods and Content:

This interactive workshop is intended for clerkship directors, clerkship administrators, and medical school deans.  We will begin with a discussion of common features of curricula being implemented at medical schools, as well as the challenges during the transition/implementation process.  Participants and facilitators will share their experiences and/or concerns during this discussion.  Participants will then be introduced to Kern’s 6-step model for curriculum design.  Individuals will identify a challenge(s) in their own curriculum which they would like to address.  Participants will then self-select into small groups focusing on one of the challenges identified, engaging with facilitators and peers to strategize around this problem, then repeating that process with a second group around a second topic of their choice.  We will conclude with a large group discussion to share strategies and debrief.

Timeline:

  • 0-5 min: Introductions
  • 2-25 min: Facilitated large group discussion-Curriculum redesign
  • 25-40 min: Kern's 6 step model for curriculum design
  • 40-50 min: Individual curricular assessment
  • 50-85 min: Small groups-Topic 1 strategizing
  • 85-100 min: Small groups-Topic 2 strategizing
  • 100-120 min: Report-out and debrief