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PubMed2006

Bridging the gap: a curriculum to teach residents cultural humility.

BACKGROUND AND OBJECTIVES: Family physicians are expected to provide culturally sensitive care. However, teaching about cultural diversity and measuring educational outcomes can be challenging. We describe a diversity curriculum based on the concept of cultural humility, which includes participatory didactic and structured learning activities. METHODS: Two classes of second-year family medicine residents participated in a yearlong diversity curriculum. Self-assessment and observational data were collected before and after the curriculum. RESULTS: Observational data showed that residents increased patient involvement during office visits. Ratings by announced and unannounced simulated patients indicated that residents were attentive to the patient's perspective and social context. Resident ratings indicated high satisfaction with the learning activities. Self-assessment data did not show significant changes in residents' perception of their ability to work with particular patients. CONCLUSIONS: Participatory learning activities that focus on cultural humility are a promising approach for diversity education.

Attitude of Health Personnel↗

PubMed2006

Introducing a senior course on catastrophe preparedness into the dental school curriculum.

This article describes an integrated fourth-year course in catastrophe preparedness for students at the New York University College of Dentistry (NYUCD). The curriculum is built around the competencies proposed in "Predoctoral Dental School Curriculum for Catastrophe Preparedness," published in the August 2004 Journal of Dental Education. We highlight our experience developing the program and offer suggestions to other dental schools considering adding bioterrorism studies to their curriculum.

Bioterrorism↗

PubMedDate not supplied

Resilience as a positive youth development construct: conceptual bases and implications for curriculum development.

Literature and research studies indicate that resilience is crucial for the healthy development of the adolescent. With the objective to enhance the level of resilience among Secondary 1 to 3 students in Hong Kong, a curriculum was designed to strengthen both the internal and external protective factors basing on the literature and practitioners' practice wisdom. Internal protective factors focus on problem-solving skills, emotional control and divergent thinking. One aspect of students' personal competence, i.e., the sense of humor and optimism, will also be targeted. This curriculum also aims to develop students' future-driven orientation so as to strengthen their ability to overcome everyday obstacles. Moreover, activities are included to help students recognize and improve two major external protective factors, i.e., family and school relationships. This article contributes to the formulation of a service construct and provides a direction for curriculum planning that assists adolescents to develop resilience through a change in individual and structural conditions. It has to be noted that other components of the Positive Youth Development Program would also benefit the students with increasing their level of resilience.

Adaptation, Psychological↗

PubMed2007

A proposal to address the curriculum for the M-4 medical student.

The unstructured and elective nature of the fourth-year medical student (M4) medical school curriculum has been recognized by medical educators as an area of concern. Few accepted guidelines exist for the M4 curriculum, and students exercise significant discretion over their experience. The Family Medicine Curriculum Resource Project post-clerkship resource was developed by the Society of Teachers of Family Medicine under contract from the Health Resources and Service Agency to support medical educators in the development of curricula and assessment of student needs for the M4 year of medical school. The post-clerkship resource defines competencies for graduation and contains educational resources as well as recommendations for faculty development and student evaluation in the M4 year.

Clinical Competence↗

PubMed2007

The Family Medicine Curriculum Resource Project: implications for faculty development.

Faculty development implications related to implementing the Family Medicine Curriculum Resource (FMCR) Project provide an opportunity to look at the recommendations of the Society of Teachers of Family Medicine's federally funded Faculty Futures Initiative (FFI) and the recent Future of Family Medicine (FFM) project. Implications for faculty development include the importance of the clerkship setting, originally defined in 1991, with new features added in today's practice environment as outlined by the FFM and the changing assumptions in approaching faculty development. Previously, faculty development focused on teaching learners to master current knowledge. Now, faculty must teach learners how to master new competencies throughout their lives; learners need to learn how they and others learn now. Teaching must focus on how to learn in the future as well as what to learn for the present. Competence ("what individuals know or are able to do in terms of knowledge, skills, and attitudes") has become the focus of curriculum development efforts over the last few years and most appropriately serves as the focus of curriculum development in the FMCR Project. Implications for developing teachers and preceptors focus on the skills and circumstances required to teach and evaluate all types (cognitive, metacognitive, and affective) of competence. In the new culture, novel teaching methods will serve as the focus of faculty development in teaching and of educational ("best practices") research.

Clinical Clerkship↗

PubMed2006

[A good medical curriculum takes the religious beliefs and cultural background of the students into consideration].

The ethnic composition of the student population is highly diverse, just like that of the Dutch population, and the medical curriculum should take this into consideration. The curriculum assumes that doctors will be able to recognise problems that are related to a particular cultural background. The flexibility that medical curricula are expected to display in the way they deal with cultural diversity may also be expected of both Dutch and originally non-Dutch students. Opening up dilemmas for discussion and searching for solutions in a constructive manner during the medical curriculum can contribute to a professional approach to patients later in life.

Culture↗

PubMed1991

A computerized representation of a medical school curriculum: integration of relational and text management software in database design.

We describe the development of a computer-based representation of the medical school curriculum at the University of North Carolina at Chapel Hill (UNC-CH). Over the past seven years the Medical School's Office of Academic Affairs has employed both relational database and text management software to design an integrated curriculum database system. Depending on the function selected--exploring the curriculum, searching through course outlines, retrieving elective descriptions, identifying teaching faculty, or searching for specific topics--either text management or relational database management routines are activated in a manner transparent to the user. Initial evaluation of the system has been positive but highlights the need for a more robust biomedical language for use as a controlled vocabulary to index content. Efforts are now underway, with support from the Association of American Medical Colleges (AAMC), to engage other interested schools in the U.S. and Canada in collaborating on further development of a system.

Abstracting and Indexing↗

PubMed1991

The impact of a resident-directed survey on the education curriculum of a university surgical training program.

Surgical training programs use various objective and subjective means to evaluate housestaff performance. However it is less clear how to assess the quality of the educational experience the program itself provides. This study examines the use of a resident-directed survey as a means of identifying and rectifying weakness in a surgical training curriculum. Multiple choice questionnaires covering each of 14 senior rotations were prepared by chief residents and distributed to all senior surgical residents in April 1989 (year I). The survey covered factors considered vital to resident education, including operative experience, input into preoperative and postoperative decisions, autonomy, and time demands, and an overall rating (OR) of the educational quality of the rotations. Responses were numerically graded: 1, appropriate; 0, fair; -1, inadequate (or "excessive" for the variable "time demands"). The results, which were presented and discussed at a departmental retreat that spring, prompted specific curriculum changes for the 1989-1990 academic year. An identical survey was conducted the next spring (year II). Major reorganizational changes were made in three of the four negatively rated rotations from year I. The OR for each of the rotations improved dramatically in year II (average increase of 0.64/rotation; p less than 0.05). None of the eight favorably rated rotations in year I suffered a reduction in OR as a result of the changes. Case load, intraoperative involvement, and input in both preoperative and postoperative decisions correlated most frequently with favorable ORs in both years. This study shows that a resident survey is an effective tool for critically assessing the education curriculum of a surgical training program.

Curriculum↗

PubMed1991

Development of a curriculum in colposcopy.

BACKGROUND: Colposcopy for the detection of genital malignancy and disease associated with human papillomavirus, along with cytologic screening and histopathologic correlation, allows for intervention before the onset of invasive disease. Family physicians are interested in learning colposcopy, but there are few reports in the literature on the training of colposcopists. METHODS: A colposcopy curriculum for family physicians was designed with goals, objectives, and instructional strategies selected to enhance learning and quality assurance of the current principles of colposcopic evaluation. During the pilot project, a third-year resident studied a syllabus and reviewed slides, practiced performance skills, and observed colposcopies. After demonstrating competence, the resident evaluated patients with instructor supervision and feedback. RESULTS: Resident performance data from written test scores and a performance checklist indicated an excellent learning curve. High resident satisfaction was reported. Suggestions from expert reviewers were incorporated into the final curriculum product. The evaluation data indicated that, based on this pilot program, family practice residents can effectively learn colposcopy. CONCLUSIONS: Colposcopy is a highly technical skill that can be learned by family physicians through professional training. Competency in colposcopy can provide a new dimension to their practice in the diagnosis and treatment of female lower-genital-tract disease. This colposcopy curriculum is an initial effort in the identification of the content and process required to train family physicians in the use of this diagnostic procedure.

Clinical Competence↗

PubMedDate not supplied

Computer-assisted curriculum for medical students on early diagnosis of substance abuse.

A computer-assisted curriculum on early diagnosis of substance abuse was developed for third-year medical students on their required family medicine rotation. Three computer-assisted instruction modules on early diagnosis, attitudes, and screening questionnaires were followed by two conferences: 1) a discussion and review session, and 2) a tutorial and role playing on engaging patients with substance abuse in treatment. Finally, students identified an ambulatory patient at risk for substance abuse and performed an evaluation. All 33 unselected students gave high ratings to all of the learning activities and the entire curriculum. Almost all were satisfied with the emphasis on substance abuse in their clerkship and expressed motivation to learn more. Student acceptance of teaching on substance abuse can be attained by a curriculum in which goals, objectives, and expectations are delineated clearly; in which the content is clinically relevant; which uses computer-assisted instruction, role playing, and a clinical exercise to stimulate problem-solving and skill development; in which conferences are discussion oriented; and for which pretests are used to promote learner receptivity.

Curriculum↗

PubMed1990

Restructuring a family practice obstetrics curriculum.

Maintaining a high-quality curriculum for family practice residency training in obstetrics has become increasingly difficult. In 1984 the faculty of the University of Vermont Department of Family Practice needed to upgrade its obstetric curriculum in a community where family practice obstetrics was nonexistent. The key steps to a new curriculum included the recruitment of family practice faculty with experience in obstetrics, expanded communication with the Department of Obstetrics and Gynecology, the development of baseline attending privileges in family practice obstetrics, the formation of educational tracks for residents, and the promotion of chart audits. Also important were faculty role modeling, intradepartmental meetings, intensive elective rotations, and community education. This case report of program development in family practice obstetrics may serve as a model to help other residency programs.

Curriculum↗

PubMed1989

Telephone management curriculum for pediatric interns: a controlled trial.

The purpose of this study was to evaluate the effect of a role-play telephone management curriculum on history taking and management skills. The study was a nonrandomized controlled trial carried out in the outpatient department of a primary care pediatric residency training program. Six PL-I residents (treatment group) participated in a role play curriculum during their first month of rotation through the outpatient department; seven PL-I residents (control group) received no formal instruction in telephone management. Baseline performance was measured on entry into the study using telephone calls made by a "simulated" mother using standardized scripts. Follow-up calls were made approximately 3 months later. Transcripts of these calls were rated by examiners who were unaware of group assignment using a standardized instrument that measured three aspects of performance: general history taking, specific history taking, and general management. Results were as follows: Mean posttest scores for the combined groups were: 59.4% (general history taking), 75.9% (specific history taking), and 77.7% (general management). By analysis of covariance, treatment group residents had significantly higher posttest scores in general history taking than control group residents (67.1% v 53.6%, P = .004). This difference occurred without a significant increase in the time spent answering the call. These data indicate that a role play curriculum results in improved performance in at least one aspect of telephone management.

Analysis of Variance↗

PubMedDate not supplied

Integrating clinical education into the curriculum development process.

Radiologic technology education consists of three components--didactic, laboratory, and clinical. For effective education to take place and for each program to meet its goal of preparing practitioners who have a firm theoretical foundation and are proficient technologically in radiologic technology, the three components must be integrated. Integration facilitates the transfer of theoretical and practical knowledge into the intellectual, psychomotor, and affective skills necessary for patient care. The totality of the integrated educational experience makes the competent professional. Integration of the educational components is best achieved by a systematic approach to curriculum development. The steps in the curriculum development process consist of (1) the formulation of a philosophy; (2) the establishment of competencies; (3) the identification of resources; (4) the development and sequencing of courses; (5) the identification of teaching strategies; and (6) evaluation. When the clinical component of the educational program is weighted appropriately and well-integrated into a systematic process of curriculum development, student learning is maximized and graduate professional performance is enhanced.

Curriculum↗

PubMed1987

A retrospective study on the relevance of the dental curriculum in general practice.

The undergraduate dental curriculum in Swedish dental schools has recently been changed. The aim of this study was to estimate the opinions of recently qualified dentists concerning their undergraduate education received according to the old curriculum. A questionnaire was mailed to all graduates who qualified from the dental school in Huddinge between 1981-1983. The response rate was 71%. The respondents indicated that their theoretical knowledge was in general better in subjects closely related to clinical dentistry compared with basic biological subjects or behavioural science subjects. In most subjects clinical competence was closely related to the level of theoretical knowledge. The results of this study suggest that the "old" dental curriculum was successful in imparting knowledge concerning traditional dental subjects and preventive dentistry, but less successful in imparting knowledge concerning basic and medical sciences, behavioural subjects and in relating theoretical and practical skills.

Adult↗

PubMed1985

A method to review and revise the dental curriculum.

A major problem in dental education has been the inability of dental educators to add to, delete from, and modify the curriculum efficiently. This has been especially true in the case of deleting material that no longer is appropriate and whose presence hinders the addition of new material. Continuous modification of the core curriculum in a systematic and equitable manner is essential to meeting the needs of future graduates. In conjunction with a flexible, modular core curriculum, the review/revision process at the University of Florida College of Dentistry appears to be successful. This paper describes the organizational and operational aspects of this system, discusses experiences with its use over the past ten years, and projects further refinements of the process.

Curriculum↗

PubMed1985

[A model for the evaluation of the curriculum for the medical course of studies].

The model for evaluation of the curriculum of a medical course presented in this paper was designed and used in the academic evaluation done in the School of Medicine of Lisandro Alvarado West-Central University, in Venezuela. The model includes an evaluation of program structures, the formulation of objectives, consistency among objectives, subject matter and exercises and between the institution's activities and objectives, the balance between theoretical and practical instruction, and the vertical transfer of the curriculum. Matrices were designed for all the variables used in the evaluation, and permitted the identification of relevant and irrelevant subject matter and of shortcomings in the curriculum that were hindrances to learning.

Curriculum↗

PubMed1979

A ladder curriculum in clinical microbiology.

A continuum of four microbiology courses for medical technology majors has been developed by the Medical Laboratory Science Program at Northeastern University. Using a system approach to curriculum design, the academic and clinical faculty identified career-entry capabilities, delineated appropriate subject content, and developed an instructional system which placed individual topics into one of four courses in the ladder curriculum: a basic, second-year, university-based clinical microbiology course stressing microbial technique and common organism identification; third-year microbiology and cellular physiology courses developing theoretical aspects; a fourth-year, hospital-based clinical microbiology rotation emphasizing isolation and identification techniques for significant pathogens; and a fourth-year, university-based, didactic course covering host defense-organism virulence interactions, infectious disease principles, and new techniques and unusual isolates as reported in the recent journal literature. Based on four years of experience with this system and in light of the publication of the 1978 American Society for Medical Technology (ASMT) Competency Statements, the Northeastern Medical Laboratory Science Program faculty is currently reexamining the continuum to insure completeness and appropriateness of overall subject content, to provide reinforcement, and to remove unnecessary duplication among the courses in the curriculum.

Certification↗

PubMed1984

An instrument for analyzing curriculum materials in nursing.

The number of commercially developed curriculum materials and those developed inhouse has increased significantly in recent years, making selection a difficult task. The CMAIN is designed to facilitate the selection process by providing a way of analyzing curriculum materials to determine their quality and compatibility with the nursing program in which they will be used. An analysis through use of an instrument such as the CMAIN makes the selection of curriculum materials in nursing a more rational and systematic process.

Curriculum↗