Faculty Development Workshop Summary Notes 26-28 July 2011

Family Medicine and Community Health

Curriculum development is a topic everyone in the field of medical education will encounter. Due to the breadth of ages and types of care provided in Family Medicine, family medicine faculty in particular need to be facile in developing effective curricula for medical students, residents, fellows and for faculty development. In the area of medical education, changing and evolving learning environments, as well as changing requirements necessitate new and innovative curricula to address these evolving needs. The process of developing a medical education curriculum can seem daunting but when broken down into smaller components can become very straightforward and easy to accomplish. This paper focuses on the curriculum development process using a six-step approach: performing a needs assessment, determining content, writing goals and objectives, selecting the educational strategies, implementing the curriculum and, finally, evaluating the curriculum. This process may serve as a templat...

The Cal Poly Pomona Curriculum Development Guide has been compiled to assist you with the task of preparing curriculum proposals to be considered for inclusion in the Academic Master Plan and the University Catalog. This guide is intended to lead department and college curriculum coordinators through the steps necessary for curricular proposal, approval, and implementation. IMPORTANCE OF OBSERVING DEADLINES Participants in the curriculum process need sufficient time to plan, consult, and finish their work so that the implementation of programs is not delayed and essential information is available to students and University employees. Student Outreach and Recruitment personnel must have up-to-date information for prospective students. The Registrar's Office must accurately evaluate student records to ensure timely graduation. It is especially important that the university catalog be published and delivered on schedule. Departments, colleges, and other consultative bodies have an obligation to adhere to stated deadlines. If a deadline is missed, it is likely that a proposal's implementation may be delayed until the following academic year.

Journal of General Internal Medicine, 2007

BACKGROUND: Despite increased demand for new curricula in medical education, most academic medical centers have few faculty with training in curriculum development.

Background: Skills play a central role in the competency-based undergraduate curriculum of the Romania. Summary of work: The start point for curricular development was the CanMEDS 2005 Physician Competency Framework: Medical Expert, Communicator, Collaborator, Manager, Health Advocate, Scholar and Professional. The competencies were translated and described in an notebook with 198 "generic skills", organized in eleven chapters: Clinical examination, Clinical procedures, Laboratory and diagnostic tests, Effective communication, Clinical reasoning and decision-making, First aid and resuscitation in medical emergencies, Therapeutic prescriptions, Management skills, Health promotion and maintenance, Critical appraisal and Law & Ethics. The selection of skills was based on the requirements of modern practices, the curricular recommendations made by the Association for Medical Education in Europe (MEDINE 2) and the educational opportunities we can offer to our graduates. Summary...

Journal of General Internal Medicine, 1992