Plant propagation: Sexual and Asexual propapagation.pptx
Fsm3.0 march update
1. Curriculum renewal FSM will mentor and educate students to become exceptional, compassionate and innovative physicians, educators, and researchers We expect our students to be inquiry-driven team leaders who will serve patients, society and the profession March 2011 Update
2. Curriculum renewal March 2011 Update 100 faculty 15students 200faculty 25students Sept 2009 Retreat Aug 2012 Phase 1 Implementation Sept 2011 Phase 1 Plan Completed Oct 2010 Kick-Off ~April 2013 Phase 2 Implementation ~April 2014 Phase 3 Implementation Curriculum Development organization, content Instructional Design to deliver content Faculty Development to facilitate content delivery Assessment Design to evaluate student learning outcomes 113faculty 25students Curriculum Evaluation and Continuous Quality Improvement
3. Collaborative Multidisciplinary & Inter-professional Teams, Societies, Colleges Collaborative Colleges Competency-Based Evidence-Based Learning PBL, TBL, Simulation, Virtual Reality Active Learning PBL Science in Medicine Content PPS , MDM Content AOC, Competency, PPS , MDM Structure Function Health & Society Scientific Basis of Medicine Integrated Personal - Adaptive Learner-Centered Inquiry-Driven Clinical Medicine Professional Development
13. Year 2 Year 1 Year 3 Current Curriculum Year 4 SF SBM Clinical Medicine Normal Abnormal Patient, Physician, Society Proposed Curriculum Phase 1 Phase 2 Phase 3 Science in Medicine Clinical Medicine Health & Society Professional Development
16. Phase 1 I II III IV V VI VII VIII IX X XI XII XIII XIV Psychiatry/Behavioral Science Head & Neck, Ophthalmology Break Reproductive/Urogenital Area of Concentration Gastrointestinal Musculoskeletal Summer Break Holiday Break Holiday Break Spring Break Spring Break Dermatology Pulmonary Neurology Hematology Endocrine Oncology Renal Prologue CV CV Integration & Synthesis Module Integration & Synthesis Modules Integration & Synthesis Module SiM CM H&S PD Competency-Based, Gateway Assessments with Portfolio Reviews 3
17. Curriculum renewal March 2011 Update Sept 2009 Retreat Aug 2012 Phase 1 Implementation Sept 2011 Phase 1 Plan Completed Oct 2010 Kick-Off ~April 2013 Phase 2 Implementation ~April 2014 Phase 3 Implementation Curriculum Development organization, content Instructional Design to deliver content Faculty Development to facilitate content delivery Assessment Design to evaluate student learning outcomes Curriculum Evaluation and Continuous Quality Improvement
18. Curriculum renewal March 2011 Update Science in medicine Phase 1 Phase 2 Phase 3 Science in Medicine Clinical Medicine Health & Society Professional Development
19. Phase 1 Sequence - Science in Medicine Modules I II III IV V VI VII VIII IX X XI XII XIII XIV Psychiatry/Behavioral Science Head & Neck, Ophthalmology Break Reproductive/Urogenital Area of Concentration Gastrointestinal Musculoskeletal Summer Break Holiday Break Holiday Break Spring Break Spring Break Dermatology Pulmonary Neurology Hematology Endocrine Oncology Renal Prologue CV CV Integration & Synthesis Module Integration & Synthesis Modules Integration & Synthesis Module CM H&S PD Competency-Based, Gateway Assessments with Portfolio Reviews 3
20. Prologue - Sequence of Science in Medicine (Weeks) Fall 2012 September October November CELLS, RECEPTORS, MEMBRANES PHARMACOLOGY MICROBIOLOGY IMMUNOLOGY HUMAN BODY CELL INJURY GENETICS EXAM & PORTFOLIO ASSESSMENT
23. Example: Prologue SiM Week 5, Hourly Topics Fall 2012 Monday October 1 Tuesday October 2 Wednesday October 3 Thursday October 4 Friday October 5 Approaches to genetics disorders Development, pattern formation, homeobox genes Contiguous gene deletions, uniparentaldisomy Genetic screening, prenatal, cancer risk X chromosome: inactivation, pseudoautosomal regions, Turner syndrome Treatment of genetic disorders Prenatal diagnosis Mitochondrial genetics & diseases Behavioral genetics Neurofibromatosis Marfan syndrome, hemiglobinopathy, PKU Tasks ahead: Improve coordination and communication across SiM topics Integrate the daily and weekly schedule with other curricular elements - clinical medicine, health and society, professional development Develop stimulating, interactive learning experiences that engage students in large and small groups
24. Curriculum renewal March 2011 Update Clinical medicine Phase 1 Phase 2 Phase 3 Science in Medicine Clinical Medicine Professional Development
81. Year 2 Year 1 Year 3 Current Curriculum Year 4 SF SBM Clinical Medicine Normal Abnormal Patient, Physician, Society FCE Proposed Curriculum Phase 1 Phase 2 Phase 3 Science in Medicine Clinical Medicine Health & Society Professional Development
83. The FCE Concept: Find a lecture https://fsmweb02.northwestern.edu/emerg/ Pick 2-3 objectives Find real-world examples where the lecture content is applicable Embed students in a clinical area. Aims: provide context, apply & synthesize knowledge and inspire
85. Could it work? First FCE pilot Dr. Puthumana’s echo lab experience… “Experience was wonderful” “the lecture material really came together” “Cardiac echo, E/A & E’ definitely seemed more relevant after the exercise” “It was certainly inspiring and I would definitely do it again- for other units” What’s up next: NMH valve surgery (R. Lee) CMH heart biopsy (T.Saroli) Heart transplant (E.Black) Cardiac cath lab (J.Flaherty) CCU pharmacist (K. Gleason) ED ecg’s (Aldeen, Wheaton) CCU nurse shadow (M.Duggan) Cardiac MRI imaging (A.Korutz) Stress test lab (J.Puthumana) Cardiac autopsy (J.Lomasney) Any volunteers?
86.
87. A maintenance dose of clinical medicine… Because understanding the social/environmental determinants of disease & the chronic care model requires… more than 4 weeks!
89. So we need to create an educational experience where: A team of health professionals, coordinated by a longitudinal physician, working collaboratively to provide high levels of care, access and communication, care coordination and integration, and working to improve care quality and safety. This is the AAFP, ACP, AAP, AOA 2007 consensus definition of a Patient-Centered Medical Home
90. SIMPLE & ELEGANTAll residents & attendings can understand a continuity clinic concept
91. Continuity Recruit vulnerable patients with one or more of 20 core conditions such as: heart disease, cancer, stroke, COPD, obesity, trauma/SCI, dementia, DM, ESRD, mood disorders, asthma, HIV, SLE, cirrhosis, CHF, high-risk OB, cystic fibrosis, sickle cell, chronic pain, and OA Panel of 100 patients with Q4 mth visits would be ~6 patients/wk, +add 1-2 acute slots as needed
92. Simple design, infinite flexibility All students have a clinic (simple concept) But within their clinic- many chances for “layered individualization” & adaptability: Panel of 100 patients allows students to focus (“own”) the patients with conditions they find most interesting Multiple visits with 1 patient over 4 years allows for “deep learning” rather than just superficial initial encounters Multiple levels of learners allows students to operate at exactly their “true” level. M1’s who are ahead of the curve can start doing more DDx and M3’s who are struggling can work more on PEx skills or Hx M3 students could recruit the inpatients that inspire them
93. New resources since 1993: And increasing ease of data-mining to assess quality across sites Ability to track patient progress when not physically at the clinic
94. Other schools can measure their curricular reform efforts with student satisfaction surveys Our educational outcomes could be: 97% of student CAD patients on B-Blkrs & Aspirin Average Hgb A1c dropped1.0% compared to entry 80% patients up to date with cancer screening metrics No racial disparities detectable in screening rates Mean BMI of patient panel dropped over 4 years
95. Rhinoceros– why were you so inspiring? Students owned the project Students worked as a team and had a goal The project was simple but yet integrated everything they had been learning in class (reading, writing, math, art, weather, geography, biology, health/nutrition) The project inspired inquiry & deep learning Professionalism, responsibility were required Can’t we aspire to compete with 1st graders??
96. Year 2 Year 1 Year 3 Current Curriculum Year 4 SF SBM Clinical Medicine Normal Abnormal Patient, Physician, Society PCMH FCE Proposed Curriculum Phase 1 Phase 2 Phase 3 Science in Medicine Clinical Medicine Health & Society Professional Development
97. Imagine working with these 4 FSM students over 4 years and seeing what they could do with a panel of their OWN patients Imagine the PR campaign & recruitment impact… Improving Medical Education by Improving Chicago’s Health
98. Curriculum renewal March 2011 Update Health & Society Phase 1 Phase 2 Phase 3 Science in Medicine Clinical Medicine Health & Society Professional Development
106. Overarching themes Determinants of health Disparities in health outcomes Public health Community and global health Health service delivery Physician roles Professional well-being Advocacy Communication / motivational interviewing/ behavior change Interdisciplinary learning Lifestyle Medicine Thread
107. Curriculum renewal March 2011 Update Professional development Phase 1 Phase 2 Phase 3 Science in Medicine Clinical Medicine Health & Society Professional Development
109. Overview A curricular element that encompasses: An Area of Scholarly Concentration (AOSC) Professional Behavior and Moral Reasoning/Medical Ethics (PBMR) Personal Awareness and Self-Care (PASC) Teamwork and Leadership (TL)
113. Broad Goals for Prologue/Phase 1... DISCUSS basic theories of teamwork and leadership (TL). ANALYZE team structure and roles for a team that they are currently on (TL). UNDERSTAND basic research designs in biomedical research (AOSC). DEVELOP a 4 year plan for an area of scholarly concentration in research, education or community service (AOSC) IDENTIFY, ANALYZE and JUSTIFY appropriate ethical and legal choices in the care of patients and their families (PBMR)
114. …Broad Goals for Prologue/Phase I IDENTIFY, ANALYZE, and JUSTIFY ethical choices in the healthcare systems in which they work, including issues of access to care and conflicts of interest (PBMR) BEHAVE with honesty, integrity, respect, and compassion toward all patients, families, students, faculty, and other healthcare professionals (PBMR) CREATE a 4 year plan for personal awareness and self-care(PASC)
115. Pilot Projects for 2011… 1. Teamwork and Leadership: - Course with Northwestern Center for Leadership on teamwork & leadership for medical students - Develop structure/ framework for team analysis of a current team 2. Professional Behavior and Moral Reasoning: - Develop new assessment for current ethics and values course (M1)
116. …Pilot Projects for 2011 3. Personal Awareness and Self-Care: - Develop guidelines for mentor/student 4 year plan for personal awareness and self- care. 4. Area of Scholarly Concentration: - Update medical decision-making (MDM) course to reflect goal of developing a research project/plan with a preceptor. - Convene one regular AOSC interest group to meet monthly.
117. Ongoing challenges and opportunities Integrate with Clinical Medicine and the Patient Centered Medical Home: Opportunities for PBMR, TL, PASC Integrate with Health and Society: PASC Make one assessment “count” for multiple competencies/curricular elements
118. Curriculum renewal March 2011 Update 100 faculty 15students 200faculty 25students Sept 2009 Retreat Aug 2012 Phase 1 Implementation Sept 2011 Phase 1 Plan Completed Oct 2010 Kick-Off ~April 2013 Phase 2 Implementation ~April 2014 Phase 3 Implementation Curriculum Development organization, content Instructional Design to deliver content Faculty Development to facilitate content delivery Assessment Design to evaluate student learning outcomes 113faculty 25students Curriculum Evaluation and Continuous Quality Improvement
119. Reactor Panels AWOME GHSL FAME Instructional Design & Technology Steering Steering Committee Science in Medicine Student Assessment Competency Committee Clinical Medicine MDM & Laboratory Medicine Teamwork Leadership Prologue / Foundations Synthesis & Application Modules Lifestyle Medicine FAME Faculty Development Professional Development Patient Safety Health & Society Subcommittees Curriculum Outcomes & Evaluation Curriculum Committee Curr Element Groups Thread Subcommittees
120. Thanks for your contributions toward a shared vision the imagination to create the courage to change the excitement and resolve to continue into uncharted areas the resilience to recover from a mistake
122. Phase 1 Sequence of Science in Medicine Modules Variable module sequence H/Onc Endoc D/int Re/UG AOC Psychiatry/Behavioral Science Head & Neck, Ophthalmology Break Re/UG Area of Concentration D/int H/Onc Endoc AOC Gastrointestinal Musculoskeletal Summer Break Holiday Break Spring Break Spring Break Pulmonary Neurology Renal Prologue CV CV Re/UG Endoc H/Onc D/int AOC Integration & Synthesis Module Integration & Synthesis Module D/int H/Onc Re/UG Endoc AOC SiM CM Re/UG Endoc D/int H/Onc H & S AOC PD Endoc = Endocrine Re/UG = Reproductive/Urogenital H/Onc = Hematology/Oncology D/Int = Dermatology/Phase 1 Integration Competency-Based, Gateway Assessments with Portfolio Reviews 3
Editor's Notes
Integrate the teaching of foundational sciences in an organ-system based format that extends across all 4 years and integrates the bio-psycho-social determinants of health & disease along the continuum of diagnosis, treatment, prevention, palliation & EOL care and creates threads of imaging, genetics and preventionAuthentic clinical experiences integrated into the 1st 2 years that create the KtK and provided FCE for skill acquisition, application of basic science concepts and LCE for professional growth and development…….no more pre-clinical/clinical dichotomy…but rather a seamless continuum of professional developmentExpansion, refinement and integration of the Patient & Physician content to include patient safety, team work and collaborationProfessional Development & Expertise (AOC) integrated across all 4 yearsContent additionsPedagogical changes to deliver a curriculum that maximizes participation, self-determination and spurs inquiryCollaboration that takes advantage or our rich environmentInquiry-drivenPatient-CenteredPersonalized, Differentiated Learning….the hallmark of our transformed system; in which learning not time is the constant; allows mentored exploration/personal development relevant and tailored to the individual needs of each student
Integrate the teaching of foundational sciences in an organ-system based format that extends across all 4 years and integrates the bio-psycho-social determinants of health & disease along the continuum of diagnosis, treatment, prevention, palliation & EOL care and creates threads of imaging, genetics and preventionAuthentic clinical experiences integrated into the 1st 2 years that create the KtK and provided FCE for skill acquisition, application of basic science concepts and LCE for professional growth and development…….no more pre-clinical/clinical dichotomy…but rather a seamless continuum of professional developmentExpansion, refinement and integration of the Patient & Physician content to include patient safety, team work and collaborationProfessional Development & Expertise (AOC) integrated across all 4 yearsContent additionsPedagogical changes to deliver a curriculum that maximizes participation, self-determination and spurs inquiryCollaboration that takes advantage or our rich environmentInquiry-drivenPatient-CenteredPersonalized, Differentiated Learning….the hallmark of our transformed system; in which learning not time is the constant; allows mentored exploration/personal development relevant and tailored to the individual needs of each student
Science in Medicine in Phase One of the New Curriculum. There are 14 sequential modules. Each integrates basic science with the medical science of abnormal anatomy and physiology. Modules were created by combining content from the existing Structure-function and Scientific Basis of Medicine courses, updating, removing redundancies, and placing related material together. The sequence was chosen as the best progression through the organ systems. A variable sequence model (not shown) also has been constructed for future consideration, in which the final four units occur in five choices of sequence with a period of Area of Concentration study at varying places in the sequence.
Science in Medicine in Phase One of the New Curriculum. There are 14 sequential modules. Each integrates basic science with the medical science of abnormal anatomy and physiology. Modules were created by combining content from the existing Structure-function and Scientific Basis of Medicine courses, updating, removing redundancies, and placing related material together. The sequence was chosen as the best progression through the organ systems. A variable sequence model (not shown) also has been constructed for future consideration, in which the final four units occur in five choices of sequence with a period of Area of Concentration study at varying places in the sequence.
The Science in Medicine (SiM) sequence for the Prologue. The Prologue comprises the first 12 weeks of the new curriculum, ending around Thanksgiving, and SiM is a major component. Content was developed from the first two units of Structure-Function and the Toolbox units of Scientific Basis of Medicine, and additional topics in genetics and other areas were added. The sequence of major content areas is shown here.
The SiM prologue sequence on the 2012 calendar. The Prologue will be followed by the first part of the cardiovascular module.
The SiM prologue sequence on the 2012 calendar. The weekly content within the major content areas is printed here. Daily content topics have been chosen within the weeks. An example will be shown for week 5 of the prologue, the third week of genetics (circled).
SiM Prologue content for week 5, the final week of the genetics topic area. Now that these specific topics have been selected, our efforts will turn toward the tasks ahead. There is a strong call for the new curriculum to stress better integration across curricular elements and development of more active learning experiences. The SiM committee plans to approach this by improving what we already do well as we incrementally develop new tools for delivery of content. Lecturers must be committed to excellence, aware of topics that have already been covered and those yet to come, and eager to make lectures more interactive. We will continue to rely on Problem Based Learning sessions to engage the students to take on more responsibility for their education, we will explore development of more Team Based Learning sessions, and we will develop new technologies for individualized learning. The SiM Prologue sequence and Phase One module sequence provide a specific basis for integrating with the other curricular elements – clinical medicine, health and society, and professional development, all of which will play an important role that begins in the Prologue.
