Project Charter Template



4562475-40957500left-285750General InformationDocument TitleDateCollege of Medicine’s CURRICULUM CHANGE INITIATIVE Frequently Asked Questions4-8-2020Executive Sponsors/Project ChampionsEmailDr. Elisabeth Youngeyoung1@neomed.eduProject Area Leaders Eugene Mowad, Doug Moses, Sonja Haywood, Ryan Palmer, Robert Eaglen, Jen Lint, Jen HillyerDocument VersionUpdated Date1.0Frequently Asked QuestionsQ1. What does a module leadership structure look like?DYAD LEADERS:? ?Are a Faculty pair consisting of one non-clinician & one clinician who:Administratively oversee and develop module learning objectives, curriculum delivery strategies, and assessmentsSelect faculty to teach within the moduleAssess teaching faculty and facilitate faculty development and faculty feedbackWork collaboratively as a dyad with shared decision making and oversight of the moduleAre members of the new pre-clinical sub-committee structureMODULE DEVELOPMENT TEAMS: Content “expert” faculty led by Dyad Leaders whoProvide learning objectives linked to content material for a given moduleDevelop content material for instruction (PI questions, cases, short lecture)Assist with the development of module assessments linked to learning objectivesINSTRUCTORS:? Module teachersTeach module sessions associated with content expertiseProvide a balance of clinical and non-clinical teachers for each moduleQ2. What is Content Goal Setting?Content Goal Setting sessions are where instructors can present topic introductory material. The intention is to provide time for faculty to set the tone for the week (or future sessions) allowing:For example:Deeper dive into topics that do not easily lend themselves to Peer Instruction (PI) via traditional lectureBroad overview of topics that will be covered during the weekExplain concepts that have been difficult for students to grasp in previous yearsIntroduction of a longitudinal exercise that requires revisiting topics throughout the module (i.e. a self-directed learning exercise)Q3. What is a “Clinical Day”?Clinical Day weekly dedicated time to leach the longitudinal clinical courses, such as Introduction to Clinical Skills and the Patient, Physician and Community seriesThe majority of the content will come from the courses known in the prior curriculum as PPD, FCM, HSC (includes EBM), HVM, PCM and DPDQ4. Do I have to follow the teaching modalities and schedule exactly? It is strongly encouraged that the schedule be followed as closely as possible.Below are some more specific points to help you:The COM Curriculum Committee agreed that we are to create a predominantly active learning model and PI will be the main modality used with a maximum of 23 hours of in-class time per weekMondays are titled “Content Goal Setting” This means the information delivered here must logically introduce subsequent sessions (i.e. set the tone for future interaction). These could be: Lectures that must be provided to really set the tone for the rest of the week Cases or other engaged learning but must logically relate to the material. Examples include: A self-directed learning exercise can be introduced and on subsequent Mondays revisited as part of the self-directed learning experience Case study that sets up the importance of that week’s material The final week has 2 days that may be used for Cases These should enhance/reinforce what has been learned to help students prepare/review for Friday’s examIf more appropriate, Monday of this week can be PIWednesday should not have new material so may be cases to review the material or a PI reviewSelf-Directed Learning (or other engaged learning modality) can be used on these days tooTuesdays, Wednesdays, and Fridays are designated for PI sessions. Any change to this format will need to go through a formal approval process. Details on this process are forthcoming. Q5. How do exams work in the new curriculum?Multiple Choice Exam(s) (institutionally developed): 1 (mid-term) for 4-week modules; 2 for 6-week and 8-week modulesThese will occur on a Monday (or Tuesday if Monday is a holiday)There should be no class held the day of an examCustomized NBME Exam: 1 final (last day of class)No new material should be introduced to the class the day before an NMBE exam (i.e. Wednesday for a Friday exam) Students will also not have class in the longitudinal courses the day before an NBMEQ6. What if the content I am teaching just does not fit with the teaching modality schedule?There will be a formal process that dyad module leaders can use to petition the Curriculum Committee for an exception. Details on this process are forthcoming.Q7. What is Peer/Dynamic InstructionPeer/Dynamic Instruction is an active learning modality in which students come to class prepared for a topic and work on carefully selected questions provided by faculty first on their own, and then often groups.Typically, you will fit 6-8 questions in a 50-minute sessionStudents have a little over one minute to read and respond individually to the question via clicker.After gathering and determining the percentage of correct responses, the session may progress to students discussing and rationalizing their answers with their peers for around 2 minutes. At the end of the 2-minute timeframe each student submits their individual answer via clicker.A student is called on (at random) to provide his/her rationale for the question and to stimulate class discussion.The instructor addresses any student questions or confusion around the concept by presenting 1-2 teaching slides on the topic. This time is considered an interactive “mini teaching session” and is typically limited to 5 minutes or less. This modality may include “Power Teaching” (i.e. 5-7 minutes at the start of a session to introduce a topic) when needed but does not need to be part of every 50-minute session.This should not feel like a didactic session and there should be significant effort made to get through the planned questions within the session (i.e. class should end on time while completing the planned session questions)Q8. Why does the template say, “Independent Study/Wellness”?Independent Study/Wellness is intended to provide the student with the flexibility to attend to personal health and wellness needs.Q9. How do I get information and ask questions? Updates on the work being done can be found on our website: neomed.edu/medicine/curriculumchange/ Additional questions should be directed to medcom@neomed.eduDocument Acceptance Reviewed ByDateReviewed ByDateSonja Haywood, 4/8/2020Doug Moses4/8/2020Ryan Palmer4/8/2020 ................
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