Alabama College of Osteopathic Medicine Curriculum-Centered Strategic Plan

ACOM has employed a Curriculum-Centered Strategic Planning Model (Dolence, 2004). Because it is centered on the curriculum, it is consistent with the academic culture and practice. The model also allows the integration of academic program review into the overall institutional strategic planning initiative, providing cohesion between academic and institutional plans. The mission, vision, and core values of ACOM are of premier importance and are carefully derived from the same strategic analysis that informs the planning process. The mission, its action and planning, and all components of the model lead to a Curriculum Framework that is focused on the Learner.

The curriculum-centered strategic planning model integrates five planning activities: (1) defining Key Performance Indicators; (2) detailing a Learner-Centered Curriculum Framework; (3) conducting external environmental scans; (4) conducting ongoing self-study; and (5) developing action plans and implementation. Program outcomes assessment and evaluation help determine whether mission, goals and objectives are being met and learner objectives are achieved. With the learner-centered curriculum framework at the core, all plans relate directly to the learning methods, objectives, and achievements. The figure below illustrates the components of the model:

1. ACOM’s Key Performance Indicators (KPIs) specify primary measurements used to monitor institutional performance. These include both external and internal measurements that are listed in Table 1 below. The adjacent figure shows all levels of curriculum mapping to illustrate ACOM’s extensive curriculum mapping capabilities that demonstrate AOA competencies in ACOM graduates (Detailed Description in Appendix A)

Table 1. Key Performance Indicators

External Internal (Mission Goals and Objectives)

COCA accreditation • Compliance with all

standards • Student Assessment to

demonstrate AOA competencies in ACOM graduates

Enrollment/Attrition • Marketing • Student Services • Student Life • Alumni • Graduation Rate

Alabama Department of Postsecondary Education

• State license

Curriculum Learning Outcomes • Learner Outcomes • Program Outcomes • Faculty Adequacy • Curriculum Mapping

Department of Education • Compliance with all

standards • Title IV compliance • Title IX compliance

Operational Plan • Facilities • Learning Resources • Faculty Development

Board Licensure Exams • COMLEX • USMLE

Research • Medical • Educational

Match Results • AOA • NRMP

Health and Wellness • Students • Employees • Patients • Community

2. The Learner-Centered Curriculum Framework at ACOM focuses on our learning population of osteopathic medical students, recognizing the objectives of our learners are, for the most part, similar in that each and every student wishes to perform at a high level in the curriculum, pass boards, match into a residency program and graduate from ACOM. However, ACOM realizes that the path to these goals are often shaped by individual learning styles and personalities. Thus, ACOM encourages self-evaluation and academic support for all students. ACOM has constructed a curriculum architecture that taps into multiple learning styles for the student and a variety of learning theory and delivery methods that foster the strengths of our learning

providers. Figure 1 below summarizes ACOM’s longitudinal curriculum framework illustrating curriculum delivery methods (knowledge acquisition), application of knowledge, and how student learning is assessed and evaluated to attain curriculum milestones leading to the graduation of a competent osteopathic physician. Figure 2 shows the logic flow of curriculum delivery and methods of assessment, formed from the foundational 3 P’s (Physiology, Pathology, and Pharmacology) leading to clinical integration and application.

Figure 1. Longitudinal Curriculum Architecture

Figure 2. Curriculum Delivery Logic Flow and Assessment Types

3. External Environmental Scanning: ACOM continuously monitors trends and events outside the span of control to avoid negative impacts and gain maximum benefit from opportunities. The following list contains examples of external environmental scanning:

a. COCA standard changes and trends b. AOA/ACGME merger c. National Match data d. Audition Rotation Data e. COMLEX/USMLE data and trends f. AOA trends and announcements g. AACOM data and trends h. AACOM application trends i. Department of Education notices and trends j. Regional and National influence of new COMs opening k. Clinical resources, changes in leadership or loyalty l. Social media/consumer analysis m. Local, State, and Federal trends and events n. Technological trends

4. Ongoing Self-Study: ACOM recognizes the need to consistently assess organizational performance. Thus far, COCA has required a yearly self-study. Once full accreditation is achieved, ACOM is dedicated to continue annual self-study and strategic analysis of mission goals and objectives as well as curriculum outcome assessment. In June, 2016, ACOM stakeholders held a strategic planning summit to re-organize the goals and objectives to set the stage for two-year and four-year measureable objectives to drive the self-study process. These goals and objectives will be used along with the Comprehensive Curriculum Assessment and Evaluation Plan to ensure that ongoing self-study is achieved. The goal of the self-study process is to identify components that are not working to their full potential and improve them.

5. Action planning: Components 1-4 allows monitoring and evaluation to feed into the curriculum planning cycle to increase strengths, minimize weaknesses, leverage opportunities, and mitigate threats. Action planning at ACOM follows a cyclical process of approval that involves the Academic Planning and Evaluation of Curriculum Committee (APECC) recommendations to Dean’s Cabinet for curriculum design, proposals, and changes. This process fosters the generation of ideas, formulation of mission, goals, and objectives, and assignments of responsibilities for carrying out these objectives. Figure 3 is an excerpt of the curriculum-centered strategic planning model with additions to illustrate the approval process.

Figure 3. Approval process for curriculum design, proposals, and changes.

Action Planning (cont.)

As part of the Action Planning process, ACOM stakeholders held a bi-annual Strategic Planning Summit in June, 2016 to foster and generate ideas, which led to the formulation of the goals and objectives that support the mission of the college. A finalized strategic plan is shown below and is aligned with the Internal Key Performance Indicators shown in the curriculum-centered strategic planning model above. Each objective will have a projected two-year and four-year outcome that will be part of the outcome evaluation of the Plan with responsibilities ultimately assigned to individuals/groups to implement and evaluate.

ACOM 2016 Strategic Plan Mission, Vision, Core Values, Goals and Objectives

Mission Statement: The Alabama College of Osteopathic Medicine will provide quality, learner-centered osteopathic education, research, and service, while promoting graduate medical education, with emphasis on patient-centered, team-based primary care to serve the medically underserved areas of Alabama, the Tri-State area and the nation.

Vision Statement: The Alabama College of Osteopathic Medicine will be regionally and nationally recognized for significantly impacting the physician workforce needs and access to quality medical services.

Core Values: Integrity, Service, Passion, Innovation, Respect, Excellence, Diversity (InSPIRED)

Goal #1: Provide quality student services to recruit, support and retain osteopathic medical students at ACOM.

Objectives

1.1 Increase the number of student recruitment events conducted by the admissions team. 1.2 Strengthen marketing efforts through branding, social media, and community exposure. 1.3 Promote student success through student support services, including registrar, financial aid,

academic support and career advising. 1.4 Facilitate student engagement through Student Life and Alumni Office programs.

Goal #2: Provide excellence in the continuum of osteopathic medical education through curriculum and infrastructure development with an emphasis on patient-centered, team-based primary care.

Objectives

2.1 Optimize Curriculum Architecture and Knowledge Acquisition activities. 2.2 Increase opportunities for Knowledge Application for students. 2.3 Enhance opportunities for interprofessional education. 2.4 Expand the core site, hospital, and preceptor network. 2.5 Assess the osteopathic continuum for all levels of medical education through hub site

development in targeted regions of the ACOM clinical network. 2.6 Increase graduate medical education training opportunities. 2.7 Initiate development of an ACOM educational clinic.

2.8 Assess the value of attaining SACS regional accreditation to foster interprofessional program development, quality of medical education on campus and impact on future healthcare needs of the region.

Goal #3: Provide the facilities, learning resources, faculty/staff development and innovative technology to support evidence-based best practices in teaching and learning, research and service.

Objectives

3.1 Provide modern teaching facilities and technology to facilitate teaching and learning. 3.2 Provide learning resources that promote evidence-based medical education. 3.3 Increase technology and learning resource access, use and effectiveness at affiliated teaching

sites. 3.4 Increase faculty and preceptor development programs to share best practices in teaching,

assessment, research and learning.

Goal #4: Promote scholarly activities and research.

Objectives

4.1 Develop and maintain research facilities and acquire equipment to support basic science research.

4.2 Establish and maintain policies and procedures and opportunities for conducting research for faculty and students.

4.3 Advance the institution’s research efforts in osteopathic principles and practice. 4.4 Increase medical education research and dissemination, with an emphasis on employing and

sharing best practices. 4.5 Identify grant funding opportunities to support institutional and faculty research endeavors. 4.6 Collaborate with external partners and support ACOM-affiliated residency programs on research

efforts to support scholarly activity and development.

Goal #5: Promote health and wellness to benefit those we serve.

Objectives

5.1 Conduct initiatives that promote osteopathic awareness. 5.2 Develop a comprehensive health and wellness plan to support the student body and employees

of ACOM. 5.3 Increase service activities that benefit the community, with a focus on the medically

underserved. 5.4 Expand primary care initiatives through curriculum and collaborative efforts. 5.5 Facilitate diversity, cultural competence, ethics and professionalism at curricular and on-

curricular events.

5.6 Expand health and wellness services for the ACOM community through facility, property and infrastructure improvements to the ACOM campus to improve faculty staff and student wellbeing and resilience.

ACOM Strategic Plan Revision Date: November 2019

APPENDIX A ACOM PROGRAM OUTCOMES AND

COMPETENCY DOMAINS