Faculty Development Directed at Curricular Reforms Designed to Improve Patient Outcomes

Abstract

Three initiatives involving quality of patient outcomes that evolved in the late 1990s must be considered in the design of 21st century undergraduate medical curricula. They involve (1) the question of how to best teach and assess medi- 737would be driven by formalized, learning sciences-derived models of mind, competence, and education. Models of Mind as a Foundation for Faculty DevelopmentThe AME used a foundational framework for a learning sciences-derived model of mind that is based on Gagne's 9-step model and robust descriptions of 5 core learned human capabilities likely to lead to enduring and meaningful changes in behaviors. Academy of Medical EducatorsIn 2010, UNTHSC/TCOM launched the Academy of Medical Educators (AME), which consisted of approximately 40 participants primarily drawn from clinical faculty and a few from basic science faculty. Members of the AME established a tripartite mission statement focused on undergraduate medical curricula predicated on a learning sciences-based approach; programming designed to support faculty in acquiring declarative knowledge and developing procedural knowledge sufficient to advance their capabilities and careers as physicians and educators; and programming designed to train faculty to conduct education-oriented research and scholarly activities.Implementing new curricula and programming does not serve as an end point. Rather, these reforms are intended to create enduring and meaningful changes in the learner's behavior. The development of these behaviors

Moving Toward Milestone-Based Assessment in Osteopathic Manipulative Medicine

“…3 These recent initiatives (ie, EPAs and milestones) are playing an increasingly important role in molding both undergraduate and graduate medical education, and they continue to be refined. 3,4 How do educators know when a student is competent in a particular task? At what point is the learner entrusted to competently perform the task at hand?…”

“…Texas College of Osteopathic Medicine (UNTHSC/ TCOM) has structured its curriculum with the understanding that competence is domain-, problem-, and task-specific and that procedural knowledge plays a greater role in the development of competence than declarative knowledge. 4 This concept of procedural knowledge is especially important because the EPAs require performance of skills and not just conceptual understanding. To assess skill performance (such as those specified in EPAs), the student must "show how" and not merely "know how."…”