physiology course review mec
TRANSCRIPT
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ReviewofCardiovascular&RespiratoryPhysiology
• CourseoccursinthefalltermofYear1
• CourseDirectors– GeneNattie andAndyDaubenspeck
• Coursehas52curricularhours
• CoursewaslastreviewedinApril2013
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• Sessionobjectivesneedtobelistedincoursematerialsinthecorrectformat,andmatchthesessionobjectivesinIlios
• Thecoursedirectorsshouldconsideraddingadditionalsessionobjectivestoconferencesessionstoreflectwhatisassessed(e.g.participation)
• Narrativefeedbackneedstobeprovidedforconferences
• Coursedirectorsshouldcontinuetoreducelecturehoursinthecourse (targetof~40%lecture)andfacilitateengagedlearningduringlargegroupsessions
PriorReview:SummaryofRecommendations
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• Incorporate,ifpossible,activitieswheredataisobserved,measuredandanalyzed
• Improvetheclarityofassessmentquestions(i.e.regardingwording/whatisbeingasked)
• Improvetheclarityandorganizationofcoursematerials
• Provideadditionalopportunities(orrecommendresources)forstudentstopracticeapplyingtheirknowledgepriortoassessment
PriorReview:SummaryofRecommendations
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• Continuetoaddresstheissueofconfusionregardingabbreviationsandacronyms
• Stronglyencouragefacultydevelopment,consultationswithmembersoftheAcademyofMasterEducators,etc.toimproveteachingandcoursematerials.Utilizetheexpertise(3AcademyMembers)inyourfield.
PriorReview:SummaryofRecommendations
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PriorReview:ActionPlan1. Wewillbecertainthatthelearningobjectiveslistedinthecoursematerialsforeachsessionmatch
thesessionobjectiveslistedinIlios.[done]2. Writtennarrativefeedbackwillbeprovidedtoallstudentsbyconferenceleadersatthemiddleofthe
courseandatitsconclusion.[done]3. Wehaverevisedthecoursebyreducingthenumberoflecturehoursby11andthetotalcoursehours
by1.Thustherevisedschedulewillconsistof40%lectures,downfrom59%.[done]4. Wehaveadded10hoursoflargeorsmallgroupconferences,includinga1-hoursessionintheDHMC
SimulationLabandasessioninwhichstudentsmeasurebloodpressureandheartrateonthemselvesinseveralconditions.[done]
5. Useofasingletextbook(Costanzo)willberecommended [listedasarecommendedtext]6. Allnotesforthecoursewillbereviewedforclarityandconsistency.SeveraliBooksarebeing
prepared.Carewillbetakentodefineallabbreviationsusedinlecturenotesandslides,andaglossarywillbeprovided.[done,butiBooks stillreportedaslackingclarity]
7. Conferenceswillbedevotedlesstoexplanationofphysiologicalprinciplesandmoretotheirapplicationthaninpastyears. [done]
8. Morepracticequestions,bothwithandwithoutanswers,willbeprovidedduringtheweekbeforeeachquiz.Quizquestionswillbereviewedforclaritybystudentvolunteers.[done]
9. Inadditiontocritiqueoflecturesbycoursedirectors,opportunitiesforfacultydevelopmentforbothlargeandsmallgroupteachingwillbepointedouttoallfacultymemberswhoparticipateinthecourse.[done]
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CourseObjectivesCourseObjective ProgramObjective
Mapping1 Describethephysicalarrangementandrolesofthevariouscomponentsofthecardiorespiratorysystem. MS.2
2 Explaintheionicbasesfortherestingmembranepotentialinacardiacmusclecellandthedevelopmentandpropagationofanactionpotentialacrossthemyocardium. MS.2
3 Explaintheroleofcalciumincardiacmuscletensiondevelopmentandrelaxationfollowingactionpotentialexcitation,anddiscusstheinfluencesofthelength-tensionrelationship,contractilityandloaduponmuscleshortening. MS.2
4 Explaintheelectricalandmechanicaleventsofthecardiaccycleandshowhowmusclecharacteristicsandcardiacgeometrycombinetodeterminecardiacpumpingperformanceasdisplayedbycardiaccyclepressure-volumetrajectoriesandventricularfunctioncurves. MS.2
5 Explainhowthecharacteristicsofvasculargeometryandflowingblooddeterminetheloadupontheventricles. MS.2
6 Describethemannerinwhichtissueperfusionisregulatedatalocallevel,howmaterialsareexchangedinthemicrocirculation,andhowspecifictissuebedsdifferintheirlocalregulationresponses. MS.2
7 Explaintheshort- andlong-termregulationofarterialbloodpressureundernormalconditionsandduringconditionsposedbygravity,bloodloss,ventricularfailureandotherstresses. MS.2
8 Describethestaticanddynamicforcerequirements,producedbyrespiratorymusclesormechanicalassistance,toproducegasflowinairwaysofnormalindividualsandhowpulmonarydiseaseaffectsthese. MS.2
9 Explainthefundamentalprinciplesofconvectivetransportandgasexchangebetweenalveolarairandpulmonarycapillaryblood,andtheexchangeintissuesfollowingcirculatorytransport. MS.2
10 Discussthecentralcontrolofbreathingandtheafferentandefferentnervesinvolved. MS.2
11 Describethechangesincirculationandrespirationatbirth. MS.2
12 Describecardiorespiratoryresponsesandadaptationstoexercise. MS.2
13 Discusstheimpactofcardiorespiratorydiseaseonwell-beingandthequalityoflife. MS.2,CS.2
14 Communicateeffectivelywithfellowstudentsandfacultyregardingprinciplesofcardiorespiratoryphysiology. CC.8,CS.6,CS.1
15 Meetprofessionalresponsibilitiesbyprovidingthoughtfulevaluationsofcourseactivities. P.7
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CourseObjectives– CurrentMapping
MatchedProgramObjectivesMS.1 Describethescientificmethodandillustratehowitinformsthediscoveryandrefinementofmedicalknowledge.MS.2 Applycorebiomedicalandsocialscienceknowledgetounderstandandmanagehumanhealthanddisease.MS.3 Useinterdisciplinarybasicscienceknowledgetoappraisenovelmechanismsofdisease,andproposeandassessdiagnosticstrategies,andtreatmentsMS.4 Practiceself-directedinquirythroughframingadiscretequestion,identifyingandsynthesizingtherelevantliterature,andapplyingtheknowledgegained
toclinicalcare,teaching,research,orpopulationhealth.MS.5 Integratemedicalscienceknowledgeandtheskillsofcriticalthinking(observation,evaluation,inference,interpretation,and judgment)intosoundclinical
reasoning.MS.6 Recognize,tolerate,andmanageuncertaintyinmedicine.MS.7 Describetheclinicalimplicationsofcomplexityandvariabilityofhumanhealth,disease,andresponsetointervention.MS.8 Contributetoscholarshipthroughthediscoveryorsynthesisofmedicalknowledgeanditscommunicationtopeersorthelargercommunity.MS.9 Applyprinciplesofepidemiologytotheidentificationofhealthproblems,riskfactors,treatmentstrategies,resources,and diseaseprevention/health
promotioneffortsforpatientsandpopulations.CC.1 Establishmutuallyrespectfulstudent-patient-familyrelationshipsbasedontrust.CC.2 Elicitamedicalhistoryappropriatetothepatient'sconcernsandclinicalcontext.CC.3 Performaphysicalexamappropriatetothepatient'spresentationandclinicalcontext.CC.4 Evaluatetheappropriatenessofdiagnostictestsandstudiesforaparticularconditionandclinicalcontext.CC.5 Identifyandinterprettheresultsoffrequentlyorderedlaboratory,imaging,andotherdiagnosticstudies.CC.6 Useclinicalreasoningtosynthesizerelevantkeypatientfindingsintoaconciseandaccurateassessment,includingdifferentialdiagnosis.CC.7 Formulateaprioritizedproblemlist,anddevelopandimplementamanagementplanguidedbythepatient'ssocialcontext,evidence-basedmedicine,and
criticalthinking.CC.8 Deliveroralpresentationsappropriatetothepatient'spresentationandclinicalcontext.CC.9 Recordclinicalinformationthatisaccurate,organized,well-reasoned,andtimely.CC.10 Demonstrateproficiencyinperformingselectclinicalandoperativeproceduresunderappropriatesupervision.CC.11 Useinformationtechnologyeffectivelyandresponsibly.CC.12 Engagepatientsinshareddecision-making,incorporatingvaluesandpreferencesindiscussionsofmanagementoptionsandtheirexpectedbenefitsand
harms.CC.13 Identifyandaddressthevariousgoalsofpatientcare,includingprevention,diagnosis,cure,chronicdiseasemanagement,palliation,andend-of-lifecare.CC.14 Workeffectivelyinvarioushealthcaresettingsandsystems.CC.15 Contributetothecoordinatedcareofthepatient,includingreferralofpatients,ensuringcontinuityofcarethroughouttransitionsbetweenprovidersor
settings,andfollowinguponpatientprogressandoutcomes.CC.16 Organizeandprioritizeresponsibilitiestoprovidecarethatissafe,effective,andefficient.CC.17 Acceptanddemonstrateresponsibilityinagradedfashioncommensuratewithone'sroles,abilities,andqualifications.
MS=MedicalScience;CC=ClinicalCare
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CourseObjectives– CurrentMapping
MatchedProgramObjectivesPH.1 Differentiatebetweenandcritiquemeasuresusedtoevaluatehealthanddiseaseattheindividualandpopulationlevel.PH.2 Assesstheimpactofsocial,environmental,behavioral,economic,cultural,andpersonalfactorsonthehealthofindividuals,andtheincidenceandburdenofdisease
inpopulations.PH.3 Examinetherelationshipsbetweenthemedicalsystemandothersocietalsystemsandentitiesthatimpactpopulationhealth.PH.4 Collaboratewithcommunitypartnerstoimprovethehealthandwell-beingofacommunity.PH.5 Explainandexemplifytheroleofaphysicianinworkingtoimprovethehealthandsafetyofacommunity;promotesocialjustice;andadvocateforthepublicgood.CS.1 Buildrapportbylisteningactively,compassionately,andrespectfully.CS.2 Demonstrateempathyforindividuals'concerns,andberespectfulofothers'perspectivesandpersonal,cultural,andreligiousvalues.CS.3 Addresschallengestoeffectivecommunication,includinglanguagebarriers,culturaldifferences,healthliteracy,andauthority gradients.CS.4 Promotepositivebehavioralchangethroughstrategiessuchasmotivationalinterviewingandcognitivebehavioraltherapy(CBT).CS.5 ManagedifficultconversationseffectivelywithpatientsandtheirfamiliesCS.6 Communicateaccurately,succinctly,andinatimelymannerwithpatients,theirfamilies,andwithotherhealthcareprofessionalsCS.7 Translatecomplexbiomedicalconceptsandadvancesintousefulinformationtoeducatepatients,families,peers,andothers.EIM.1 Assessthebalancebetweenriskandbenefitforanyhealthcareinterventionandincorporatethatbalanceintodecision-makingforindividualpatientsand
populations.EIM.2 Useindividual,clinic,hospital,andcommunityresourcestoprovidesafe,highquality,highvaluecare.EIM.3 Analyzethestructure,processes,andoutcomesofahealthcaresystemandlearnhowthedeliveryofhighqualityandreliablecarecanbeimproved.EIM.4 Explainthecontext_financial,political,legal,historical,andcultural_inwhichmedicineispracticed.EIM.5 Compareandcontrastthehealthcaredeliveredindifferentregionsandcountries,andanalyzethecausesandconsequencesof theobservedvariation.PPLD.1 Demonstratecriticalandaccurateself-assessment,reflection,andeffectivelearningstrategiestoengageinlifelonglearningandimproveone'sperformance.PPLD.2 Demonstrateresilienceskillsbytakingresponsibilityforone'sownphysical,emotional,mental,andsocialhealthandwell-being,accessingappropriateassistanceas
needed.PPLD.3 Elicit,learnfrom,andofferconstructivefeedback.PPLD.4 Engageinactivediscussionanddebate,takingadvantageofdifferentperspectivestoadvanceknowledgeandunderstanding,andimprovedecision-making.PPLD.5 Design,implement,andsustainapersonal,professional,andleadershipdevelopmentplanalignedwithone'svaluesandsenseofpurpose,withappropriate
mentorship.PPLD.6 Identifyanddemonstratethequalities,knowledge,skills,andattitudestoleadeffectivelyatthelevelofone'sself,team,organization,andcommunity.PPLD.7 Beapositiverolemodeltofellowstudentsinacademic,clinical,researchand/orservice-learningcontexts.
PH=PopulationHealth;CS=CommunicationSkills;EIM=EvaluationandImprovementinMedicine;PPLD=Personal,ProfessionalandLeadershipDevelopment
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CourseObjectives– CurrentMapping
MatchedProgramObjectivesP.1 Placethepatient'sinterestsfirst.P.2 Behaverespectfully,responsibly,andethicallytowardspatients,families,colleagues,membersofthehealthcareteam,andthe
community.P.3 Demonstratetheabilitytorecognizeandrespondappropriatelytocommonlyoccurringethical,legal,andstatutoryissuesinclinical
care.P.4 Respectandhonorconfidentiality.P.5 Recognizeandaddresshealthcaredisparitieswhichresultfromgender,race,religion,socioeconomicstatus,disability,sexual
orientation,orabilitytopay.P.6 Demonstrateawarenessandmanagetheinfluenceofone'spersonalvaluesandbiases.P.7 Demonstrateaccountabilityforallprofessionalresponsibilitiesandcommitments,andtakeresponsibilityforone'swordsand
actions.P.8 Recognizeandhelpresolveethicalconflictscreatedbycompetingvalues.CT.1 Fosteraclimateofcollaboration,mutualrespect,integrity,trust,andtolerancetofacilitateoptimalteamperformance.CT.2 Demonstratetheabilitytoeffectivelyshareand/orallocateresponsibilitiesamongteammembers.CT.3 Recognizeandcapitalizeondifferentrolesandstrengthsofteammemberstodevelopandaddresssharedgoals.CT.4 Developorganizational,timemanagement,andcommunicationskillstoserveefficientlyandproductivelyindifferentroleson a
team.CT.5 Manageconflictconstructively.
P=Professionalism;CT=CollaborationandTeamwork
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CourseObjectives– Comments• Thenumberofcourseobjectivesseemsappropriate,andcanbesummarizedasfollows:– 6focusonthecardiovascularsystem– 3focusontherespiratorysystem– 4areintegratedobjectivesthatinvolvebothsystems– 2relatetostudentskills(communication/professionalism)
• TheobjectivesindicatethatthecoursecontentcorrelateswellwiththecardiovascularandrespiratorysectionsoftheUSMLEContentOutline
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CourseObjectives– Comments• CC.8isnotthebestfitforObjective14;inadditiontoCS.1and
CS.6,Objective14alsomapstoCS.2,CS.3andCS.7• Thesubcommitteesuggestsarevisiontoobjective#15,based
onthedifficultywithassessingitinitscurrentform(objectivereads:“Meetprofessionalresponsibilitiesfullybyprovidingthoughtfulevaluationsofcourseactivities.”)
• Thecoursedirectorsagreewiththissentimentandwouldliketherevisedversiontofocusonstudents’responsibilitiestotheirteam(i.e.contributingtothelearningofthegroup)anddevelopingskillsofcommunicationtoarticulatetheirthoughtsclearly
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FormatofCourse&SessionObjectives• Courseobjectivesareprovidedinthesyllabus.• Inaprioryear,Objective#3wasrevised(approvedbyMEC)and#6wasremoved– thecurrentversionoftheobjectivesonIlios reflectsthis,howeverCanvasstillhastheoldversionof#3and#6(thustwocourseobjectivesneedtobeupdatedonCanvas)
• Courseobjectivesare writteninthecorrectformatusingmeasurableverbs
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FormatofCourse&SessionObjectives• Sessionobjectivesare providedinthecoursematerialsformostsessions.ThefollowingsessionsdidnotappeartohaveobjectivespostedonCanvas:9R,12R,15R,16R,17R,32R,34R,38R,40RalthoughtheyareavailableonIlios.Twosessionsdiscussedgoalsofthesessioninparagraphform(37R,39R),butalistofobjectiveswasnotprovided.
• Mostsessionobjectivesare writteninthecorrectformat.Thefollowingobjectivesdonothavemeasurableverbsandneedtobecorrected:allobjectivesforsessions2and3,objectiveMforsession23R,objectives8and10forsession30R
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IssuesofRedundancy• Wesearchedanumberofimportanttopics/terms• BloodPressureORHypertension– TaughtinCardioresp PhysiologyandRenal-EndocrinePhysiology—courseobjectivesandsessionobjectives• Importantredundancybutcoursedirectorsshouldbecertainnodiscrepanciesand/orunplannedredundancy
• Renalcoursedirectorsfoundsomediscrepantapproachesrelatedto:1)RolesofAngiotensinII,2)ImpactsofvolumedepletionvsdehydrationonHematocrit,and3)Impactsofvolumedepletiononkidneyfunction
• Recommendation:Coursedirectorsmeettoresolvediscrepanciesandhaveallcontentreinforcetheother
– AlsotaughtinY1andY2On-Doctoring,Y2SBM,Y3FamilyMedicine• Appropriatereinforcement
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IssuesofRedundancy• Wesearchedanumberofimportanttopics/terms• VentricularFailureorHeartFailure– NoY1redundancy– AlsotaughtinY2On-Doctoring,Y2SBMandPharm,Y3FamilyMedicineandY3InternalMedicineClerkship• Appropriatereinforcement
• Ventilation,GasExchange,ORResp Failure– NoY1redundancy– AlsotaughtinY2SBM,Y2Pharm,andY4AdvancedMedicalSciences• Appropriatereinforcement
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ExplorationofHealthandValues• Basedonobjectivesandsessiontitlesit’sunclearifexplorationofethics/humanitiesisincorporated(orifappropriateforthiscourse);coursedirectorsconfirmedthatcontentiscurrentlynotpresent
• SomesessionshavepotentialforincorporationofHealthandValuescurriculum:CorrelationCliniconToxicShockSyndrome,Simulationcentersessions,NeonatalPhysiologysession
• CoursedirectorswouldwelcomesuggestionsfromVIGregardinghowtoincorporatethesetopics
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SummaryregardingObjectives• Overalltheobjectivesarewell-writtenanddistributedtothe
students;thereareafewminorrevisionsneededforsomesessionobjectivesandsomesessionsneedobjectivesaddedtoCanvas;mappingneedstobeupdatedforobjective#14andobjective#15needstoberevised
• Aftersearchingmultipletopics,redundancywasnotedforthetopic“bloodpressure/hypertension”inthefallandwintertermsofY1Physiology.Whilethecommitteefeelsthatthisisanimportanttopicwhereredundancyisbeneficial,theremaybesomeinconsistenciesregardinghowthetopicispresentedinthetwocourses
• CurrentlythecoursedoesnotcontainHealthandValuescontent
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CourseLearningOpportunities• Lecture20hrs.(38%)
[59%inpriorreview]• SmallGroupConferences22hrs.(42%)
[31%inpriorreview]• Interactive/flippedclassroomsessions3hrs.(6%)
[newsincepriorreview]• Twosimulationsessions2hrs.(4%)
[newsincepriorreview]• Correlationclinics*2hrs.(4%)
[3%inpriorreview]• LaboratoryDemonstration/ExerciseLab3hrs (6%)
[7%inpriorreview]
*theseareactivecasepresentationsessionswithaliveorrecordedpatient
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CourseLearningOpportunities• Thecoursedirectorsaretobecommendedforthesignificant
reductioninlecturessincethepriorreview,andforincorporatingmoreactivepedagogicalmethods(e.g.simulationsessions)
• Althoughnotuniquetothiscourse,smallgroupscontinuetopossessvaryingqualitiesofinstruction.Thesubcommitteerecognizesthatthisisinherentinsettingswithmultiplefacilitatorsanditwouldbebeneficialforstudentstolearntoadapttodifferentstyles
• While“rotatingfacilitators”overthetermcouldequalizethestudentexperience,thecoursedirectorsfeelthatitismorebeneficialtohavethesamegroupofstudentssotheycangettoknowthem,providefeedbackandidentifystudentsthatmayneedextrahelp
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SummaryregardingPedagogy• Thenumberoflecturesinthecourseisappropriate• BasedonapreviousrecommendationbytheMEC,smallgroupfacilitatorsnowretainthesamegroupofstudentsfortheentiretermallowingthemtogettoknowthestudentswellandprovidefeedback;thecoursedirectorsfeelthishasbeenapositivechange
• Thecoursehasintroducedsomeinnovativesessionsusingthesimulationcenterthatallowstudentstoapplytheirknowledgeandmeasure/analyzedata
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Assessment• 5WrittenQuizzes(50%ofcoursegrade)• FinalExam(50%ofcoursegrade)• Conferenceperformance(mustreceiveapassinthisportiontopassthecourse;optionfororalexamifaninitialgradeoffailisgivenforconferences)
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AssessmentforCourseObjectives• Objectives1-13coveraspectsofmedicalknowledge
– assessedonquizzes/exams,duringsmallgroupsandduringsimulationsessions
• Objective14:Communicateeffectivelywithfellowstudentsandfacultyregardingprinciplesofcardiorespiratoryphysiology.– facultymayassessthisduringsmallgroups,howeverfeedback
onsmallgroupperformanceisvaried
• Objective15:Meetprofessionalresponsibilitiesfullybyprovidingthoughtfulevaluationsofcourseactivities.– studentsareexpectedtocompleteendoftermcourse
evaluations,butcompletionofthisactivityisnotassessed
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SummaryregardingAssessment• Mostoftheobjectivesinthecourseareassessedbyquizzes,examsandsmallgroupmeetings
• Objective#15iscurrentlynotassessed;theobjectiveeitherneedstoberevised(discussedpreviouslyonslide9)orassessed
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Measuresof
Quality–AAMCGQ
Geiselmean2010
Geiselmean2011
Geiselmean2012
Geiselmean2013
Geiselmean2014
Allschoolsmeans2014
Biochemistry 2.7 2.5 2.6 2.6 2.8 2.7
Biostatistics/Epidemiology 2.9 3.2 3.2 2.9 3.2 2.8
Genetics 2.9 2.8 2.8 2.6 2.8 2.9
Grossanatomy/Embryology 3.6 3.5 3.6 3.4 3.6 3.4
Immunology 2.9 3.0 3.1 2.7 2.7 3.1
IntrotoClin Med/OnDoc 3.5 3.4 3.5 3.0 3.3 3.5
Microanatomy/Histology 2.8 2.9 3.1 2.8 3.1 2.9
Microbiology 3.1 3.2 3.3 3.0 3.1 3.2
Neuroscience 3.2 3.0 3.0 3.0 3.2 3.2
Pathology 3.2 3.1 3.4 2.8 3.1 3.3
Pharmacology 3.4 3.1 3.1 2.6 3.1 3.1
Physiology 3.6 3.6 3.5 3.1 3.4 3.4
BehavioralScience 3.2 3.3 3.3 3.0 3.2 3.2
PathophysiologyofDisease 3.5 3.5 3.5 3.3 3.5 3.5
MeasuresofQuality– AAMCGQ“IndicatehowwellyouthinkthatinstructioninPhysiology preparedyouforclinicalclerkshipsandelectives.”[1=poor;2=fair;3=good;4=excellent]
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MeasuresofQuality– StepI
TRADITIONALCOREDISCIPLINES2012* 2013* 2014* Means12-14
Biochemistry 0.30 0.20 0.22 0.24
Biostatistics/Epidemiology 0.43 0.40 N/A N/A
Biostatistics 0.08 0.08
Genetics 0.28 0.18 0.28 0.25
Grossanatomy/Embryology 0.33 0.26 0.14 0.24
Histology/CellBiology 0.37 0.26 0.23 0.29
Microbiology/Immunology 0.31 0.47 0.39 0.39
Pathology 0.26 0.24 0.20 0.23
Pharmacology 0.22 0.22 0.12 0.19
Physiology 0.38 0.35 0.25 0.33
*valuesreportedforcoredisciplinesareSDabovetheUS/CanmeanforGeiselmeanscores
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Year1courses OverallQualityAY14-15 OverallQualityAY15-16
BiochemicalandGeneticBasisofMedicine 4.34 4.40
CTO 4.07 4.06
HumanAnatomyandEmbryologyI 4.35 4.04
Physiology-Cardiovascular 3.23 3.41
Physiology-Respiration 3.34 3.41
HumanAnatomyandEmbryologyII 4.57
Immunology 3.67
MetabolicBasisofDisease 4.35
Physiology-Renal 4.19
Physiology-Endocrine 3.76
Virology 3.77
Basic ScienceofMicrobialDisease 3.94
Neuroscience 3.59
Pathology 3.22
MeasuresofQuality– CourseEvaluation
scale[1=poor;2=fair;3=good;4=verygood;5=excellent]
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scale[1=poor;2=fair;3=good;4=verygood;5=excellent]
MeasuresofQuality– CourseEvaluation
CardioPhys2013(90%)*
CardioPhys2014(90%)*
CardioPhys2015(96%)*
Overallsatisfactionofcourse 3.45 3.23 3.41
Clarity oflearningobjectives 3.69 3.54 3.64
Organizationofthecourse 3.23 3.05 3.23
Howwellthecourseintroduced metothisdiscipline notavailable 3.65 3.87
Congruence ofassessmentquestionstomaterialemphasizedincourse 3.81 3.56 3.69
*studentparticipationrateoncourseevaluation
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scale[1=poor;2=fair;3=good;4=verygood;5=excellent]
MeasuresofQuality– CourseEvaluation
Resp Phys2013(91%)*
Resp Phys2014(90%)*
Resp Phys2015(96%)*
Overallsatisfactionofcourse 3.38 3.34 3.41
Clarity oflearningobjectives 3.59 3.50 3.60
Organizationofthecourse 3.31 3.20 3.36
Howwellthecourseintroduced metothisdiscipline notavailable 3.70 3.74
Congruence ofassessmentquestionstomaterialemphasizedincourse 3.65 3.62 3.47
*studentparticipationrateoncourseevaluation
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MeasuresofQuality– StudentCommentsStrengths:• StudentsenjoyedtheSimulationCenterexercises,andfound
themtobeverybeneficial“Theopportunitiestoapplyphysiologyconceptsinanin-patientenvironmentweresomeofmyfavoritesessionsthisterm.Ilikedhavingthechancetodrawonourknowledgeandcollaboratewithmyclassmates.”
“Iactuallywishwecoulddomoreofthese- evenonceeverytwoweeksorso.”
• TheStudyBuddyQuestionsandProblemSetsweregreatlyappreciated
“Thestudybuddyquestionsweregreat!Theyhelpedmeseethebigpictureofthecourseandunderstandthedetailsintheclassbetter”
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MeasuresofQuality– StudentCommentsSuggestionsforImprovement:• WhilesomefoundtheiBookuseful,themajorityfoundittoolengthyand
confusingtounderstand“IthoughttheiBooksmadeconceptsmoreconvolutedthantheyneededtobebyoverexplainingthings.”
“Emphasisshouldbeonkeygraphicsandexplanationofcoreconcepts.”
• TheSmallGroupConferencescaseswerehelpfultounderstandingconcepts,butstudentswerefrustratedwiththediscontinuitybetweenfacilitators.
“SmallgroupswerehowIdidthebulkofmylearningandsolidifiedlectureandreadinginformation.”
“Iwishsmallgroupswouldrotateinstructors,sowecoulddifferentiateourinstruction.”
“Thesmallgroupsaretoolarge!TherearesomanystudentsandIfeellikewealwaysrunoutoftime.”[Note:onefacilitatorwasn’tabletoparticipateatthelastminuteduetomedical
reasonsanditresultedinlargergroups]“Ithinksmallgroupsshouldbeoptional.”
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MeasuresofQuality– StudentCommentsSuggestionsforImprovement:• Attendanceforlectureswaslow,asmanyfoundthemconfusing.
Feedbackincludedimprovinglecturematerialsandhavingmoreflipped-classroomsessions.
“Ihavefoundthatthelecturesinphysiologysometimesfeelveryconfusing,evenafterpre-readingtheiBook.Ithinkitwouldbeveryhelpfultoincludemoresampleproblemsduringlectureorevenjusttosimplifytheexplanationsofkeyconceptsusinganalogies.”
“Moreflippedclassroomswouldbegreat!MaybelikeCTOhavestudentscompleteaquizbeforeclass.Thatwouldreallygivestudentsabettergaugeofhowwelltheyunderstandthematerialandforcethemtoreviewthematerialbeforeclass.”
“Redotheslidessotheyaren’tjusttranscriptsofthelectures.”
“Organization,presentationofmaterial.Itisnotinthelearningmethods,butthewayitispresented.Thewaypowerpointslidesarewritten,thewaytheprofessorsexplaintheconcepts,etc.”
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MeasuresofQuality– StudentCommentsOtherIssuesFromStudentComments:Organizationofresources:
“Ilovethenumberofresourcesthatareavailableoncanvas(therearelots!)buttheyperhapscouldbebetterorganized,sothatweknowwhatisessentialforustolookatandwhatissimplysupplementary.”
“AstherearemanyiBooks forthecourse,inkeepingtrackofalloftheiBooks,IthinkitwouldbehelpfultoorganizetheiBooks byquizzes.”
StudentslikeKelloggbetterthanChilcott Labforlecture[foodisallowedinKellogg]
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SummaryregardingMeasuresofQuality• TheratingsforthePhysiologycoursehaveimprovedsincethepriorreviewandareinthegoodtoverygoodrange
• Newactivitiesandresourcesthathavebeenaddedsincethepriorreview(simulationexercises,studybuddyquestions)areverywellreceived
• Thesubcommitteeappreciatesthatthecoursehasworkedonimprovingitscoursematerialsandlectures,howeverthereisstillroomforimprovement
• Somestudentsareconcernedbytheperceivedlackofconsistencybetweensmallgroupfacilitators
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Recommendations• Thecourseshouldfixminorissueswithcourseandsessionobjectives
• Thecourseshouldexploresomepotentialinconsistenciesintheteachingofbloodpressureandhypertensionwiththerenalphysiologycoursetoensuretheteachingofthesetopicsiscoordinated
• ThecourseshouldmeetwiththeHealthandValuesVIGtodiscussopportunitiesforincorporatingthesetopicsintothecourse
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Recommendations• Thecourseshouldcontinuetoworkonimprovingtheclarityofcoursematerialsandcourselectures
• Thecourseshouldconveytostudentsthegoalsofthesmallgroupconferencestoreduceconcernsabout“equalexperiences”(i.e.goalsarenotonlytoclarifyinformation,buttopracticecommunicationskills,contributetoothers’understandingandtolearntoadapttodifferentteachingstyles)
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ActionPlan• Tobedeterminedafterthenewcoursedirectorsarenamed