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  • Sheri F.T. Fong and Vanessa S. Wong€¦ · Sheri F.T. Fong and Vanessa S. Wong Office of Medical Educaon, John A. Burns School of Medicine The John A. Burns School of Medicine (JABSOM)
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1 • Extrac(on of exis(ng/an(cipated future LCME accredita-on standards relevant to pre-clerkship educa(on 2 • Alignment of JABSOM’s Gradua-on Objec-ves and sub-objec(ves to the iden(fied LCME standards 3 • Determina(on of main iden-fying descriptors for each HCP, rela(onship to other HCP pa(ents and other appearances in the curriculum 4 • Mapping of HCP learning priori-es to compiled list of standards/objec(ves, and specific assessment ques(on 5 • Crea(on of course and curriculum level HCP maps that indicates coverage of topics and themes INTRODUCTION PROCESS CHALLENGES AND PLAN LCME Standard HCP 0 HCP 1 HCP 2 HCP 3 HCP 4 HCP 5 HCP 6 7.1 Biomedical, Behavioral, Social Sciences: 7.1-2 Basic Science Educa(on Behavioral Science x x x x x x Biochemistry x x x Biosta(s(cs and Epidemiology x x x x x x Embryology x x Gene(cs x Gross Anatomy (and Histology) x x x x x x Immunology x x x x x Microbiology x x x x Pathology (and Histopathology) x x x x x x Pathophysiology x x x x x x Pharmacology x x x x x x x Physiology x x x x CONTENT MAPS OF HEALTH CARE PROBLEMS IN THE PRE-CLERKSHIP CURRICULUM: MONITORING THEMES, GAPS, REDUNDANCIES AND ACCREDITATION REQUIREMENTS Sheri F.T. Fong and Vanessa S. Wong Office of Medical Educa(on, John A. Burns School of Medicine The John A. Burns School of Medicine (JABSOM) u(lizes problem-based learning (PBL) as its main educa(onal method in the pre-clerkship (Years 1 and 2) curriculum, covering over 90 health care problems (HCPs) in six theme- or organ-based curricular units. In small groups, students collabora(vely work through these pa(ents-on-paper to iden(fy topics as their learning priori(es to research and teach one another. YEAR 1 MD1 MD2 MD3 MD4 Health and Illness Cardiovascular and Pulmonary Renal and Hematology Endocrine and Gastrointes(nal YEAR 2 MD5 (not PBL) MD6 MD7 MD8 (not PBL) Summer Elec(ves Musculoskeletal, Neurologic and Behavioral The Life Cycle (Reproduc(ve, Pediatrics, Geriatrics) Consolida(on The goal of this project was to map the learning priori-es of each HCP alongside applicable accredita-on standards and JABSOM’s gradua-on objec-ves and sub-objec-ves, to serve as a resource for course directors to monitor content themes, determine gaps and redundancies in the curriculum, and address accredita-on requirements. • 7.1 Biomedical, Behavioral, Social Sciences • 7.2 Organ Systems/Life Cycle/Primary Care/Preven(on/Wellness/Symptoms/Signs/ Differen(al Diagnosis, Treatment Planning, Impact of Behavioral & Social Factors • 7.3 Scien(fic Method/Clinical/Transla(onal Research • 7.4 Cri(cal Judgement/Problem-Solving Skills • 7.5 Societal Problems • 7.6 Cultural Competence and Health Care Dispari(es (Gender and Cultural Biases) • 7.7 Medical Ethics • 7.8 Communica(on Skills • 7.9 Interprofessional Collabora(ve Skills HEALTH CARE PROBLEM (HCP) MAP RENAL SUB-UNIT HCP MAP HCP Key Points MD7 HCP – A. E. Mul(ple Appearance or Rela(onship to other HCPs Cousin of J. E. in MD4 Iden(fying Informa(on (age, gender, ethnicity, etc) 17 year old, mixed-ethnicity female, single, student, resides in Pahoa Chief Complaint Headache and *** History (key findings) G1P0, smoking Physical Exam (key findings) Elevated blood pressure, *** Inves(ga(ons (key findings) Prenatal labs, 2+ proteinuria, ultrasound (***) Diagnosis *** LCME AccreditaTon Standards 7.1 Biomedical, Behavioral, Social Sciences 7.1-2 Basic Science Educa(on Behavioral Science Biochemistry Biosta(s(cs and Epidemiology Embryology Gene(cs Gross Anatomy and Histology Immunology Microbiology Pathology and Histopathology Pathophysiology Pharmacology Physiology 7.5 Societal Problems Substance Use Disorders, including Opioid Crisis* Lifestyle Modifica(on (other than Smoking Cessa(on) Socio/Ethno/Cultural Dispari(es Maldistribu(on of/Access to Health Care Resources Violence at Home and Work/School End of Life Care/Issues Cannabis* Others GraduaTon ObjecTves 3A 2B, 2D, 2F 5A, 5G 2C, 2D 2B, 2D, 2F 2B, 2C, 2D 2B, 2C, 2D, 2F 2D 2A, 2D, 2E 2A, 2D, 2E, 3E 2A, 2D, 2F, 3I, 3J, 3K 2B, 2C 3ALN, 4DE, 5A-F, 6AEM 2A, 2D, 2F 2D, 3K 5B 5B, 5F 3C, 3M 2A, 3D, 2F Learning PrioriTes Smoking cessaMon Teen pregnancy – incidence, complicaMons Aneuploidy screening Placenta Rh factor, Tdap Placental *** *** MgSO4 Placenta, Pregnancy/Maternal physiology Smoking, Alcohol use during pregnancy Minority health dispariMes Rural health care, Hawaii physician shortage Teen pregnancy MCQ 2438 2359 3603 3408 3325 3333 3664 3666 4978 3729 Need Q 2359 The faculty of a medical school ensure that the medical curriculum includes content from the biomedical, behavioral, and socioeconomic sciences to support medical students' mastery of contemporary scienMfic knowledge and concepts and the methods fundamental to applying them to the health of individuals and populaMons. The faculty of a medical school ensure that the medical curriculum includes instrucMon in the diagnosis, prevenMon, appropriate reporMng, and treatment of the medical consequences of common societal problems. *AAMC Hot Topic • Time commitment to complete the map is a concern – authors will populate ini(al map and faculty/course directors can confirm and edit. Pre-clerkship educa(on commilee will determine frequency of updates. • Current map indicates what/where topic is covered; however, does not provide specific details or indicate degree of emphasis (introduce, reinforce, mastery) so that will need to be determined. • Would also like to integrate addi(onal course content (i.e., lectures, labs, clinical skills) for a comprehensive catalog of material covered within each unit. The Liaison Committee on Medical Education (LCME) accreditation standards relevant to pre-clerkship education are: JABSOM’s Graduation Objectives are: 1 Lifelong Learning* *aligned with all LCME accredita(on standards 2 Biological Sciences 3 Care of Pa(ents 5 Popula(onal and Community Health 6 Professionalism 7 Personal Health and Well-Being 4 Oral and Wrilen Communica(on Skills *** info removed for publication Fong, S., & Wong, V. (2019, April). Content Maps of Health Care Problems in the Pre-clerkship Curriculum: Monitoring Themes, Gaps, Redundancies and Accreditation Requirements. Poster session presented at the Assessment for Curricular Improvement Poster Exhibit at the University of Hawai'i at Mānoa, Honolulu, HI.

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Page 1: Sheri F.T. Fong and Vanessa S. Wong€¦ · Sheri F.T. Fong and Vanessa S. Wong Office of Medical Educaon, John A. Burns School of Medicine The John A. Burns School of Medicine (JABSOM)

1•Extrac(onofexis(ng/an(cipatedfutureLCMEaccredita-onstandardsrelevanttopre-clerkshipeduca(on

2•AlignmentofJABSOM’sGradua-onObjec-vesandsub-objec(vestotheiden(fiedLCMEstandards

3

•Determina(onofmainiden-fyingdescriptorsforeachHCP,rela(onshiptootherHCPpa(entsandotherappearancesinthecurriculum

4•MappingofHCPlearningpriori-estocompiledlistofstandards/objec(ves,andspecificassessmentques(on

5•Crea(onofcourseandcurriculumlevelHCPmapsthatindicatescoverageoftopicsandthemes

INTRODUCTION PROCESS

CHALLENGESANDPLAN

LCMEStandard HCP0

HCP1

HCP2

HCP3

HCP4

HCP5

HCP6

7.1Biomedical,Behavioral,SocialSciences:7.1-2BasicScienceEduca(onBehavioralScience x x x x x x

Biochemistry x x x

Biosta(s(csandEpidemiology x x x x x x

Embryology x x

Gene(cs x

GrossAnatomy(andHistology) x x x x x x

Immunology x x x x x

Microbiology x x x x

Pathology(andHistopathology) x x x x x x

Pathophysiology x x x x x x

Pharmacology x x x x x x x

Physiology x x x x

CONTENTMAPSOFHEALTHCAREPROBLEMSINTHEPRE-CLERKSHIPCURRICULUM:MONITORINGTHEMES,GAPS,REDUNDANCIESANDACCREDITATIONREQUIREMENTS

SheriF.T.FongandVanessaS.WongOfficeofMedicalEduca(on,JohnA.BurnsSchoolofMedicine

TheJohnA.BurnsSchoolofMedicine(JABSOM)u(lizesproblem-basedlearning(PBL)asitsmaineduca(onalmethodinthepre-clerkship(Years1and2)curriculum,coveringover90healthcareproblems(HCPs)insixtheme-ororgan-basedcurricularunits.Insmallgroups,studentscollabora(velyworkthroughthesepa(ents-on-papertoiden(fytopicsastheirlearningpriori(estoresearchandteachoneanother.

YEAR1MD1 MD2 MD3 MD4

HealthandIllness CardiovascularandPulmonary

RenalandHematology

EndocrineandGastrointes(nal

YEAR2

MD5(notPBL) MD6 MD7 MD8(notPBL)

SummerElec(ves Musculoskeletal,NeurologicandBehavioral

TheLifeCycle(Reproduc(ve,

Pediatrics,Geriatrics)

Consolida(on

The goal of this project was to map the learning priori-es of each HCPalongside applicable accredita-on standards and JABSOM’s gradua-onobjec-ves and sub-objec-ves, to serve as a resource for course directors tomonitorcontent themes,determinegapsandredundancies in thecurriculum,andaddressaccredita-onrequirements.

• 7.1Biomedical,Behavioral,SocialSciences• 7.2OrganSystems/LifeCycle/PrimaryCare/Preven(on/Wellness/Symptoms/Signs/

Differen(alDiagnosis,TreatmentPlanning,ImpactofBehavioral&SocialFactors• 7.3Scien(ficMethod/Clinical/Transla(onalResearch• 7.4Cri(calJudgement/Problem-SolvingSkills• 7.5SocietalProblems• 7.6CulturalCompetenceandHealthCareDispari(es(GenderandCulturalBiases)• 7.7MedicalEthics• 7.8Communica(onSkills• 7.9InterprofessionalCollabora(veSkills

HEALTHCAREPROBLEM(HCP)MAP

RENALSUB-UNITHCPMAP

HCPKeyPoints MD7HCP–A.E.Mul(pleAppearanceorRela(onshiptootherHCPs CousinofJ.E.inMD4

Iden(fyingInforma(on(age,gender,ethnicity,etc) 17yearold,mixed-ethnicityfemale,single,student,residesinPahoa

ChiefComplaint Headacheand***

History(keyfindings) G1P0,smoking

PhysicalExam(keyfindings) Elevatedbloodpressure,***

Inves(ga(ons(keyfindings) Prenatallabs,2+proteinuria,ultrasound(***)

Diagnosis ***

LCMEAccreditaTonStandards7.1Biomedical,Behavioral,SocialSciences

7.1-2BasicScienceEduca(onBehavioralScienceBiochemistryBiosta(s(csandEpidemiologyEmbryologyGene(csGrossAnatomyandHistologyImmunologyMicrobiologyPathologyandHistopathologyPathophysiologyPharmacologyPhysiology7.5SocietalProblems

SubstanceUseDisorders,includingOpioidCrisis*LifestyleModifica(on(otherthanSmokingCessa(on)Socio/Ethno/CulturalDispari(esMaldistribu(onof/AccesstoHealthCareResourcesViolenceatHomeandWork/SchoolEndofLifeCare/IssuesCannabis*Others

GraduaTonObjecTves

3A2B,2D,2F5A,5G2C,2D

2B,2D,2F2B,2C,2D

2B,2C,2D,2F2D

2A,2D,2E2A,2D,2E,3E

2A,2D,2F,3I,3J,3K2B,2C

3ALN,4DE,5A-F,6AEM

2A,2D,2F2D,3K5B

5B,5F

3C,3M2A,3D,2F

LearningPrioriTes

SmokingcessaMon

Teenpregnancy–incidence,complicaMons

AneuploidyscreeningPlacentaRhfactor,Tdap

Placental******MgSO4Placenta,Pregnancy/Maternalphysiology

Smoking,Alcoholuseduringpregnancy

MinorityhealthdispariMesRuralhealthcare,Hawaiiphysicianshortage

Teenpregnancy

MCQ

2438

2359

360334083325

3333366436664978

3729NeedQ

2359

Thefacultyofamedicalschoolensurethatthemedicalcurriculumincludescontentfromthebiomedical,behavioral,andsocioeconomicsciencestosupportmedicalstudents'masteryofcontemporaryscienMficknowledgeandconceptsandthemethodsfundamentaltoapplyingthemtothehealthofindividualsandpopulaMons.

ThefacultyofamedicalschoolensurethatthemedicalcurriculumincludesinstrucMoninthediagnosis,prevenMon,appropriatereporMng,andtreatmentofthemedicalconsequencesofcommonsocietalproblems.*AAMCHotTopic

• Timecommitmenttocompletethemapisaconcern–authorswillpopulateini(almapandfaculty/coursedirectorscanconfirmandedit.Pre-clerkshipeduca(oncommileewilldeterminefrequencyofupdates.

• Currentmapindicateswhat/wheretopiciscovered;however,doesnotprovidespecificdetailsorindicatedegreeofemphasis(introduce,reinforce,mastery)sothatwillneedtobedetermined.

• Wouldalsoliketointegrateaddi(onalcoursecontent(i.e.,lectures,labs,clinicalskills)foracomprehensivecatalogofmaterialcoveredwithineachunit.

The Liaison Committee on Medical Education (LCME) accreditation standards relevant to pre-clerkship education are:

JABSOM’s Graduation Objectives are:

1LifelongLearning*

*alignedwithallLCMEaccredita(onstandards

2BiologicalSciences

3

CareofPa(ents

5Popula(onalandCommunityHealth

6

Professionalism

7PersonalHealthandWell-Being

4OralandWrilen

Communica(onSkills

*** info removed for publication

Fong, S., & Wong, V. (2019, April). Content Maps of Health Care Problems in the Pre-clerkship Curriculum: Monitoring Themes, Gaps, Redundancies and Accreditation Requirements. Poster session presented at the Assessment for Curricular Improvement Poster Exhibit at the University of Hawai'i at Mānoa, Honolulu, HI.

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