TY - JOUR
T1 - A ten-month program in curriculum development for medical educators
T2 - 16 Years of experience
AU - Windish, Donna M.
AU - Gozu, Aysegul
AU - Bass, Eric B.
AU - Thomas, Patricia A.
AU - Sisson, Stephen D.
AU - Howard, Donna M.
AU - Kern, David E.
N1 - Funding Information:
Demographics Men, n (%) Age, mean (SD) Professional training, n (%) Residency training None Internal medicine (primary care) Internal medicine (categorical) Other Past/Current fellowship training None General internal medicine Internal medicine subspecialties Other Current professional status, n (%) Training status Resident/Chief resident Fellow Finished training Faculty appointment type None Instructor/assistant professor Associate professor/professor Work setting/context Clinical practice setting, n (%) None Hospital-based Community-based Both hospital and community-based Time in patient care (%), mean (SE) Time in teaching (%), mean (SE) Time in research (%), mean (SE) Time in curriculum/program development (%), mean (SE) Time in administration (%), mean (SE) Salary supported by grant funding (%), mean (SE) Prior/Current curriculum development experience, n (%) Prior curriculum/program development training Ever developed a curriculum/program in the past Ever implemented a curriculum/program Ever evaluated a curriculum/program Current collaboration in curriculum/program development Current collaboration in program evaluation
Funding Information:
and to have associate professor/professor academic appointments. Baseline characteristics for cohort 2–9 participants versus nonparticipants are displayed in Table 1. Participants were more likely than nonparticipants to have fellowship training in general internal medicine, practice medicine in a community-based setting, and have salary supported by grant funding. Participants were less likely to have an academic appointment, teaching and administrative responsibilities and report past evaluation of a curriculum.
Copyright:
Copyright 2008 Elsevier B.V., All rights reserved.
PY - 2007/5
Y1 - 2007/5
N2 - BACKGROUND: Despite increased demand for new curricula in medical education, most academic medical centers have few faculty with training in curriculum development. OBJECTIVE: To describe and evaluate a longitudinal mentored faculty development program in curriculum development. DESIGN: A 10-month curriculum development program operating one half-day per week of each academic year from 1987 through 2003. The program was designed to provide participants with the knowledge, attitudes, skills, and experience to design, implement, evaluate, and disseminate curricula in medical education using a 6-step model. PARTICIPANTS: One-hundred thirty-eight faculty and fellows from Johns Hopkins and other institutions and 63 matched nonparticipants. MEASUREMENTS: Pre- and post-surveys from participants and nonparticipants assessed skills in curriculum development, implementation, and evaluation, as well as enjoyment in curriculum development and evaluation. Participants rated program quality, educational methods, and facilitation in a post-program survey. RESULTS: Sixty-four curricula were produced addressing gaps in undergraduate, graduate, or postgraduate medical education. At least 54 curricula (84%) were implemented. Participant self-reported skills in curricular development, implementation, and evaluation improved from baseline (p<.0001), whereas no improvement occurred in the comparison group. In multivariable analyses, participants rated their skills and enjoyment at the end of the program significantly higher than nonparticipants (all p<.05). Eighty percent of participants felt that they would use the 6-step model again, and 80% would recommend the program highly to others. CONCLUSIONS: This model for training in curriculum development has long-term sustainability and is associated with participant satisfaction, improvement in self-rated skills, and implementation of curricula on important topics.
AB - BACKGROUND: Despite increased demand for new curricula in medical education, most academic medical centers have few faculty with training in curriculum development. OBJECTIVE: To describe and evaluate a longitudinal mentored faculty development program in curriculum development. DESIGN: A 10-month curriculum development program operating one half-day per week of each academic year from 1987 through 2003. The program was designed to provide participants with the knowledge, attitudes, skills, and experience to design, implement, evaluate, and disseminate curricula in medical education using a 6-step model. PARTICIPANTS: One-hundred thirty-eight faculty and fellows from Johns Hopkins and other institutions and 63 matched nonparticipants. MEASUREMENTS: Pre- and post-surveys from participants and nonparticipants assessed skills in curriculum development, implementation, and evaluation, as well as enjoyment in curriculum development and evaluation. Participants rated program quality, educational methods, and facilitation in a post-program survey. RESULTS: Sixty-four curricula were produced addressing gaps in undergraduate, graduate, or postgraduate medical education. At least 54 curricula (84%) were implemented. Participant self-reported skills in curricular development, implementation, and evaluation improved from baseline (p<.0001), whereas no improvement occurred in the comparison group. In multivariable analyses, participants rated their skills and enjoyment at the end of the program significantly higher than nonparticipants (all p<.05). Eighty percent of participants felt that they would use the 6-step model again, and 80% would recommend the program highly to others. CONCLUSIONS: This model for training in curriculum development has long-term sustainability and is associated with participant satisfaction, improvement in self-rated skills, and implementation of curricula on important topics.
KW - Curriculum development
KW - Faculty development
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U2 - 10.1007/s11606-007-0103-x
DO - 10.1007/s11606-007-0103-x
M3 - Article
C2 - 17443374
AN - SCOPUS:34250339274
VL - 22
SP - 655
EP - 661
JO - Journal of General Internal Medicine
JF - Journal of General Internal Medicine
SN - 0884-8734
IS - 5
ER -