building ……… a new approach to medical education frank papa, do, phd associate dean curricular...
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Building ………a New Approach to Medical Education
Frank Papa, DO, PhDAssociate Dean
Curricular Design and Faculty Development
Michael Oglesby, PhDYear Two Program Director
UNTHSC
How to build ……..
…….. a house?Raw materialsToolsPeople
How to build ……..
…..… a mind?What are the raw materials?What are the tools?What types of people?
How to build …….. a medical mindA MEDED perspective
Materials?Content resources (hard copy or electronic)
Tools?Courses
Organization and sequencing of content Instructional methods
People?Content experts
How to build …….. a medical mindA MEDED perspective
Curricular models guide institutions in how to utilize content, courses and experts in the construction of medical minds
Discipline-based (1870’s – current)Systems-based (1950’s – current)PBL (1970’s – current)Presentation (1990’s – current)
Papa FJ, Harasym PH. Medical curriculum reform in North America, 1765 to the present: A cognitive science perspective. Acad Med. 1999;74:154–64
How to build a Medical Mind:Depends on the curricular model used
Content Experts
CoursesContent
How to build a Medical Mind:Discipline and Systems Perspective
Content
Experts
Courses
How to build a Medical Mind:PBL and Presentation Perspective
Content
Experts
Courses
How to build a Medical Mind:An Evolving Learning Sciences Perspective
The development of competence depends upon…
The construction of problem- and task-specific knowledge bases
The construction of problem- and task-specific knowledge bases begins with the acquisition of declarative knowledge followed by its progressive transformation into procedural knowledge
The progressive development of problem- and task-specific procedural knowledge requires multiple application opportunities, and, focused instructional guidance
How to build a Medical Mind:An Evolving Learning Sciences Perspective
Principles used to construct a new curricular model (A Problem and Task-focused, Application-oriented curriculum - PTAC)
Course design elementsOrganize and teach course content within the context of clinical
problemsSequence problem-focused, instructional activities in a manner
that supports the progressive development of knowledge-based competencies (Bloom’s taxonomy) Acquisition of declarative knowledge Comprehension (transformation into procedural knowledge) Application (practice opportunities sufficient to develop competence)
A problem and task-focused, application-oriented curriculum: Rationale, learning sciences framework and outcomes. Papa FJ, Oglesby M, Dubin B, Putthoff S, Martin M, Gwirtz P. In review. Academic Medicine.
How to build a Medical Mind:Discipline and Systems Perspective
Content
Experts
Courses
How to build a Medical Mind:PBL and Presentation Perspective
Content
Experts
Courses
How to build a mind:A learning Sciences Perspective
Experts
CoursesContent
How to build a mind:A learning Sciences Perspective
Experts
CoursesContent
How to build a mind:A learning Sciences Perspective
Experts
Courses
Content
How to build a mind:A learning Sciences Perspective
Experts
Courses
Content
How to build a mind:A learning Sciences Perspective
Experts
Courses
Content
How to build a Medical Mind:An Evolving Learning Sciences Perspective
The development of competence depends upon…
The construction of problem- and task-specific knowledge bases
The construction of problem- and task-specific knowledge bases begins with the acquisition of declarative knowledge followed by its progressive transformation into procedural knowledge
The progressive development of problem- and task-specific procedural knowledge requires multiple application opportunities, and, focused instructional guidance
How to build a Medical Mind:An Evolving Learning Sciences Perspective
Course design elementsOrganize and teach course content within the context
of clinical problemsSequence problem-focused, instructional activities in a
manner that supports the progressive development of knowledge-based competencies (Bloom’s taxonomy) Acquisition of declarative knowledge Comprehension (transformation into procedural knowledge) Application (practice opportunities sufficient to develop
competence)
A problem and task-focused, application-oriented curriculum: Rationale, learning sciences framework and outcomes. Papa FJ, Oglesby M, Dubin B, Putthoff S, Martin M, Gwirtz P. In review. Academic Medicine.
How to build a mind:A learning Sciences Perspective
Experts
CoursesContent
How to build a mind:Adopting Principles
Experts
CoursesContent
How to build a mind:Adopting Course Design Elements
Experts
Courses
Content
Computer Assisted Tools for building a medical mind
KBIT (Knowledge Based Inference Tool)
Predicated upon three principles
Acquire problem and task (DDX) specific declarative knowledge
Transform declarative knowledge into procedural knowledge
Multiple problem and task-focused practice opportunities under (expert/AI) guidance
Papa FJ, Oglesby MW, Aldrich DG, Schaller F, Cipher DJ. Improving diagnostic capabilities of medical students via application of cognitive sciences-derived learning principles. Medical Education, 41:419-425, 2007