Strategies for
Curriculum Design & Implementation
Goal
(Statement of overall purpose)
Competencies
(intended achievements)
Learning
Objectives
Teaching
Methods
Learning
Experience
Assessment
Strategies
A Resource for Undergraduate
Undergraduate Medical Education Curriculum Leaders
Medical
Education
Curriculum Leaders
Resource Book – Version 1
July 2009
Introduction
Currently, three key challenges exist in the undergraduate medical education
curriculum. These are:
1. Course Objectives:
To reduce the density of content and to state the
course learning objectives in outcome-based terms.
2. Teaching Methods:
To increase opportunities for active learning through the use
of small group teaching methods.
3. Assessment Strategies: To increase the use of formative assessment strategies.
These challenges arise from three key sources.
1. School of Medicine Policies
2. Advancements in Teaching and Learning
3. Accreditation Standards
The purpose of this resource book is to provide tools for curricular leaders in designing
and implementing strategies to address these key challenges.
O rganization
This resource book is organized into the following five sections:
Section 1. Creating Course Learning Objectives
Section 2. Strategies for Converting Lectures into Small Group Sessions
Section 3. Implementing Formative Assessment Strategies
Section 4. The Importance of Curricular Alignment
Section 5. Creating a Course Outline
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SE C T I O N 1: C reating Course L earning O bjectives
Purpose:
“All teachers have an overall aim or goal: ‘to teach for understanding’ is such an aim; to
produce general practitioners with a concern for treating the whole patient in the
community context is a more specific aim but it is still an aim.
An objective is much more specific; it not only refers to content topics but also contains
a criterion for the level of learning required, and that the assessment tasks can address.”
(Biggs, 2003, p. 43)
Learning objectives help to:
o focus the overall purpose of the learning experience
o determine where the particular learning experience best fits within the
larger curriculum
o select the appropriate learning experience
o select the appropriate method of assessment
More specifically our challenge is to ensure that the learning objectives are stated in
outcome-based terms as described in the accreditation standard ED1A.
E D-1-A The objectives of the educational program must be stated in outcome-based
terms that allow assessment of student progress in developing the competencies that
the profession and public expect of a physician.
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C reating outcome-based lear ning objectives:
An outcome-based learning objective is a statement that describes what the learner will
be able to do upon completion of the learning experience. In the case of the
Undergraduate Medical Curriculum, the desired outcomes are the competencies
described in the document “Developing a Competency Based U ndergraduate
This document provides the starting point for identifying
Course Objectives. The next step will be to ensure that all of the learning opportunities
in the course clearly contribute to the realization of the course objectives.
Core Values Statement
Competency Domains
(Based on the CanMEDS Framework -7)
Key Competencies
(Specific to the Undergraduate Medical Education experience - 14)
Program Objectives
(To guide the development of the undergraduate medical education curriculum - 35)
Course Learning Objectives
(Program Objectives translated into specific courses – 118)
Learning Opportunities
Teaching Methods & Assessm ent Strategies
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C reating L ear ning O bjectives
Learning objectives should use verbs that match the desired level of learning. The “ICE”
Model (Ideas, Connections, Extensions) is a framework that describes the progression of
student learning from novice to expert. It is a useful framework to use to make sure that
your intended outcomes are appropriate for the level of learner.
Ideas
Factual recall of basic
information
Connections
E xtensions
Recognizing general ideas
across different contexts
Predicting future outcomes
Proposing solutions
Demonstrating
relationships and
connections among
concepts
Grasp of elemental
concepts
(e.g. conventions,
principles, procedures,
trends, laws)
Evaluating outcomes
Connecting prior
knowledge and experience
Define, describe, explain,
label, match, identify, list,
locate, recognize
Novice
Justifying a position
Suggested Verbs
Apply, compare, contrast,
classify, organize,
categorize, distinguish,
interpret, integrate,
modify, rate, solve
increasing levels of expertise
Design, develop, diagnose,
evaluate, extrapolate,
judge, predict
Expert
Adapted from:
Fostaty Young, S. & Wilson, R.J. (2000). Assessment and learning: The ICE approach.
Winnipeg, MB: Portage and Main Press.
Erickson, L. B. & Strommer, W.D. (1991). Knowing, understanding and thinking: The
goals of freshman instruction. In Teaching college freshman (pp.65-80). San Francisco:
Jossey-Bass.
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SE C T I O N 2:
Strategies for Converting Lectures into Small G roup Sessions
Pu rpose:
As indicated in the following table we know that students learn most effectively – which means both
retaining information and transferring information to new situations - when they are able to engage in
active leaning strategies.
Advancements in Learning Theory
Key Concepts
Learning involves building on existing knowledge, experiences and attitudes of the
learner
Learning must take into account pre-existing concepts of the learner
Optimal learning is an active, experiential and social process
Learners have constructed their own ‘theories’ to explain aspects of the physical
biological and social world
Educational Implications – Effective Learning Experiences . . .
Ascertain and activate prior knowledge
Build on existing knowledge
Challenge learner’s misconceptions
Facilitate the social construction of meaning
Give learners responsibility for their learning
Merriam, S.B., Cafferella, R.S. and Baumgartner L.M. (2007) Learning in adulthood, a comprehensive
guide (3rd edition). San Franscisco, CA: Jossey-Bass.
The requirement for active learning is reflected in the following accreditation standard:
E D-5A. The educational program must include instructional opportunities for active learning and
independent study to foster the skills necessary for lifelong learning.
A nd so . . . W hat is active lea rning?
Active learning occurs when:
Students are doing more than listening.
They must: read, write, discuss, or be engaged in solving problems
Students must engage in higher order thinking tasks such as analysis, synthesis, and evaluation
Within this context active learning is defined as . . .
instructional activities involving students in doing learning activities and
in thinking about what they are doing
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The challenge therefore in the undergraduate medical curriculum is to reduce our reliance on lectures
and to introduce opportunities for active learning throughout the curriculum.
U G M E T arget: maximum 50% lectures in any course
T arget for 2009/10: maximum 60%-67% lectures in any course
A variety of specific strategies exist e.g. Team-based learning, case-based learning, application
exercises, blended e-learning. Individual approaches for introducing small group learning however, can
be distilled to a number of generic steps. In this section, these steps are presented as a starting point for
replacing lectures with opportunities for small group learning. More detailed information regarding
specific strategies, the role of the teacher and tips for introducing small group learning follows.
Regardless of the chosen strategy, implementing active learning requires a change in the role of the
teacher.
T he C hanging Role of the Teacher*
T raditional
Source of knowledge
Role model
Advisor
Going Forwa rd
Establishment of learning goals
Guidance regarding learning resources
Provision of learning resources
“Higher level” teaching
Role modeling
Career advice
* Tony Sanfilippo – presentation to department heads June 8, 2009.
Differences between Lectu re and Small G roup Teaching
Lecture
1. Lecturer prepares
Small G roup Teaching and Learning
Students and teacher prepare
2. A group of students listens
Students actively work in small groups of 2-10.
3. Lecturer speaks; students listen
and/or take notes
4. Lecturer receives no feedback
about successful learning from
students
Students answer questions, solve problems, ask questions
of each other and instructor, develop, debate issues, apply
learning to specific activities…and take notes.
Teacher, by listening, observing, asking and answering
student questions knows how much learning has taken
place and can prepare for additional teaching/learning.
5. Useful for
Motivation (based on lecturer’s
skill and enthusiasm),
Reviewing foundational material,
and countering misunderstanding
Providing a specific framework to
organize learning
Useful for building on foundational knowledge, making
connections and extending learning.
Students demonstrate learning,
Students make connections and extensions,
Students explain to each other,
Students apply, analyze, solve problems, and/or create
products.
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Small G roup T eaching: A M odel
Small G roup Teaching
Component
Determine topic for small
group teaching
E xamples
Find a theme or cluster of topics to build an activity around;
consider a topic that connects or extends foundational material
What will students know and be able to do as a result of this
activity?
One of:
Chapter in a book, or an article, or a specific piece of a
website
Narrated PowerPoint presentation (Articulate Presenter)
e-Learning Module
Guiding questions
Guide students with preOnline quiz with answers
session task and assess
In-class quiz; take up answers
their understanding
Preparation activity
Review of key components in class (clickers may help)
Build (or find) a case study with different steps
Develop Activity
Develop (or find) a problem whose solution requires prior
knowledge
Create a task where learning is applied, using higher order
thinking skills:
Students design or develop something new
Students evaluate a process or decision
Students find a way to teach each other
1. Introduce a component of task and set students to work in
Teach through student
groups
activity
2. Observe and monitor students at work in groups (rarely
intervening but noting challenges)
3. Pull groups together to debrief, where students report back
to whole group, answer questions, ask questions,
4. Provide a summary before moving to next section
5. Introduce next section of tasks
6. Observe and monitor students at work in groups
Repeat 1-5 as necessary
Follow-Up
Instructor ties thread together (briefly) and links to
upcoming learning,
May ask for “minute” papers that assess what learning has
been accomplished,
May offer follow-up activities (online),
May collect group products for formative assessment
8. Identify Resources you will etc ([email protected], [email protected])
need
Educational and Assessment Consultants:
[email protected], [email protected]
Bracken Librarians: Laurie Scott, [email protected]
Set Learning Objective for
session
Provide pre-session task
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L esson Plan for Small G roup T eaching
Small G roup Teaching
Component
Determine topic for
small group teaching
Plan
Set Learning Objective
for session
Provide pre-session task
Guide students with presession task and assess
their understanding
Develop activity (with
steps) for student work
Introduction
Student Group Activity
Debrief and Summarize
Introduction
Student Group Activity
Debrief and Summarize
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Teach within student
activity (in steps)
Discussion Questions for De-Brief:
Key Teaching/Learning Points for Summary:
Reminders: Intervene rarely, challenge students to solve, coach,
don’t provide answers but provide a method to solve, watch
students at work, listen to ideas and concepts being generated.
Follow-Up Activities
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Using Q uestions to Promote Lea rning
How to ask questions:
1) Ask only one question. Keep it clear and concise.
2) Ask the right type of Q uestion. Formulate questions appropriately for learning activity.
3) W ait
. Allow enough time for students to formulate their reply. For more
thought provoking questions ask students to write their ideas down (minute paper), or discuss with
a neighbor before asking for an answer (think pair share).
4) Respo
. Here are some suggestions:
a. Responding to correct answers:
Be positive.
Comment on specific points.
Build on student’s response.
b. Responding to incorrect answers:
“How did you get to that answer?”
Invite others to comment on the response.
Extract important points and clear up confusion.
Types of questions:
1) C losed Q uestions (Is there a difference between open and closed questions?)
2) O pen Q uestions (What is the difference between open and closed questions?)
3) Structured Q uestions (What are three ways that you could incorporate active learning in your
classroom today?)
4) Unstructu red Q uestions (Tell me something about active learning.)
G uidelines
Ask only one question at a time
Ask the right type of question
Wait for students’ response
Respond to students’ answers
W hy?
Focus student thinking
Use open-ended questions that require explanation,
this helps you understand what students are thinking.
Allow time for students to think (count to 10)
Take the opportunity to build on student responses and
push them further in their thinking.
Strategies for answering student questions:
1)
2)
3)
Direct: Answer the question directly or direct the student to where they might find the answer
themselves. (Great idea for safety concerns or clearing up easily confused concepts.)
Reframe: Change the context, break the students question into smaller pieces or ask a related
question to the class that may trigger ideas. (Great for teaching students how to solve problems.
This opens up great opportunities for learning and is one of the most useful strategies)
Deflect: open the question to the class. (Encourages peer learning.)
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E xamples of 17 T asks for Small G roups in Basic Science and M edical E ducation
1.
G raphic O rganizers: Students develop or fill in a diagram depicting steps for the biochemical
identification of the Gram positive pathogens S. aureus and L. monocytogenes.
Dr. David Lee: Hematopoiesis
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2. (C linical) C ase Studies: Students analyze and apply learning to case studies.
Sample case histories presented for students for four pathogenic bacteria:
Enterohemorrhagic E.coli
Listeria monocytogenes
You enter your examination room to find a Seth, a
Martha is an 80-year old woman who presents in
boisterous2-year old playing with a truck while
your office with a 4-day history of abdominal
his pregnant mother, Andrea watches him from
cramps, headache and 8–10 episodes/day of
the examination table. Andrea has not been
watery diarrhea. She was not terribly concerned
feeling well for the last week, she attributes her
until this morning when she noticed blood in her
pregnancy to her not feeling well. However, she
stool. She reports no fever or vomiting. Martha
has begun having chills, muscle aches, fever,
has no history of other gastrointestinal disorders,
headaches and sore throat. As this is early
only suffering from an occasional bout of self
summer, you do not suspect influenza. Upon
limiting diarrhea. In your discussions with
examination she has a low grade fever and her
Martha, you learn that she attended the high
cervix has started to dilate even though she is only
school graduation of her youngest grandchild 8
28-weeks pregnant. In questioning
days ago. Martha believes that it was at this
Andrea, you learn that her husband and cocelebration that she became ill, chiefly because
workers are all healthy; however, Seth
her son is also feeling poorly, though none of the
complained of mild nausea, diarrhea and low
other guests are feeling ill. The family had a
grade fever a week ago after he and his mother
barbeque in which chicken, veggie burgers, baked visited a dairy farm with his play group. Andrea
potatoes and cake were served. Martha has
and the kids ate picnic lunches of peanut butter
been counting her calories so she ate a veggie
sandwiches, chips, cookies, and milk. The milk
burger and a baked potato. Martha and her son
was fresh from the cow and little Seth had been
drank apple cider, whereas the rest of the family
asked to help milk the cow! Andrea and Seth
drank water or sweet tea. She also ate two
shared a snack of fresh, soft cheese that they
servings of macaroni salad. She particularly
purchased from the dairy and crackers. Andrea
remembers having to go in the house to get the
had been careful to keep the cheese on ice until
second serving of macaroni salad out of the fridge they ate their snack. That night Andrea was beat,
because her daughter in law returned the macaroni so she and the family ate at the local pizzeria for
salad to the house immediately after serving the
dinner. Seth awoke during the night with the
others.
symptoms, which lasted approximately
2 days, though Andrea and her husband felt fine.
None of the other children were sick the next day.
Q uestions for all cases:
What is the likely etiologic agent?
What food is likely to be associated with their illness?
Did you discount any of the foods as the carrier? If so, why?
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Salmonella enteric
Staphylococcus aureus
On Friday night Joe and his son Oliver embarked
on a man’s bonding expedition. They hiked out
into the woods and established a campsite, where
they cooked beans and sausage over their
campfire. Saturday, was a beautiful day for hiking
and fishing. Joe and Oliver spent all day in the
boat, even eating pre-packed protein bars for
lunch. That evening the men came back to camp
and cooked the fish they caught for their dinner.
Joe and Oliver awoke on Sunday morning to
enjoy a delicious meal of re-constituted
pasteurized eggs and summer sausage cooked
over the fire. That evening Joe and Oliver hiked
back to their truck and prepared to go home. The
men were hungry and stopped for dinner at a
steakhouse, where John ate a well-done steak
and a side salad, whereas Oliver devoured a giant
well-done hamburger and fries. Afterwards they
stopped at the local Creamery for an after dinner
treat. Joe had the White Chocolate Mint in a cone,
whereas Oliver chose the Cake Batter Ice Cream
in a dish. The next morning Oliver awoke for
school and immediately began complaining of
stomach pain and headache. It was very shortly
after when he began vomiting. He had a slight
fever of 100.1 8F. Within several hours of his
vomiting he also developed a moderate case of
diarrhea. Oliver’s symptoms continued for 4 days,
whereas Joe and the boy’s mother continued to
feel fine. Oliver was diagnosed with acute
infectious gastroenteritis by routine stool culture.
We begin this tale of gastrointestinal woe
with John, and his wife Molly, who are just
returning from a second-honeymoon at
Niagara Falls. John’s father Gus has been
taking care of the couple’s two active boys,
Arnold and Scott, for the last week. On
Friday night John and Molly arrive home
and stop by the delicatessen to pick up some
shredded pork barbeque and coleslaw from
a convenience-market. The pork was
reheated in their home microwave, and
John, Molly and Gus sat down to dinner
within 30 minutes after it was purchased.
The boys, on a recent vegetarian kick
refused the barbeque but instead ate
coleslaw and potato chips for dinner.
Approximately 3–4 hours after eating the
meal, the three adults had nausea, vomiting,
and stomach cramps. Arnold and Scott felt
fine. The three adults were taken to a
hospital for evaluation, where they were
treated and released. Vomiting ceased after
treatment with phenothiazine, and nausea
and cramps resolved the following day.
Q uestions for all cases:
What is the likely etiologic agent?
What food is likely to be associated with their illness?
Did you discount any of the foods as the carrier? If so, why?
--Ponder and Sumner. (2009). Use of Case Studies to Introduce Undergraduate Students to Principles of Food
Microbiology, Molecular Biology, and Epidemiology of Food-Borne Disease. BIOCHEMISTRY AND MOLECULAR
BIOLOGY EDUCATION. Vol. 37, No. 3, pp. 156–163, 2009
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C ASES I N B I O C H E M IST R Y A N D M O L E C U L A R B I O L O G Y :
o
o
o
o
o
o
o
o
o
o
o
o
o
Malnutrition in the elderly. Multiple vitamin deficiencies.
Iron deficiency anaemia in a toddler; red blood cell metabolism.
Osteoporosis. Vitamin D deficiency
Chronic alcoholism and micronutrient deficiency; effects of alcohol on metabolism
All on-line or on CD-ROM " What’s wrong with Elisa? Relation between carbohydrate, lipid
and protein metabolism.
Biochemical basis of clinical tests.
Amy’s case
Metabolism of bilirubin.
Type 1 diabetes
Zinc deficiency and copper toxicity.
Type 2 diabetes
Fuel metabolism, glycaemic control and blood lipids in
Type 1 or type 2 diabetes?
‘‘Mrs. Barton’’ a 67 year old woman
presenting with extreme tiredness. Part A
outlines her medical history, dietary intake, and
blood biochemistry results. Students are asked
to identify abnormal results and suggest their
possible cause(s). Part B presents Mrs.
Barton’s biochemical results for several B
group vitamins. After discussing these,
students receive Part C outlining methods and
results for a vitamin B12 laboratory assay
which students are asked to interpret. Finally,
Part D stimulates discussion on pernicious
anaemia. The discursive nature of these case
studies requires co-operative learning and
allows tutors to readily uncover
misconceptions and points of confusion.
Case 1 introduces ‘‘Amy’’ a 42 year-old woman
and provides an example of her strict vegetarian
diet. Links then take students to Dietary Guidelines
and articles on vegetarianism.
Students are asked to comment on the diet and to
complete a short on-line quiz. A nutritional
analysis, given in Part 2, shows that Amy’s diet is
deficient in calcium and zinc and students follow
links to web resources on these nutrients. They also
view an animation on zinc absorption and complete
another on-line quiz. In Part 3, students find that
Amy has addressed her zinc deficiency by taking
zinc tablets in very large doses. Her symptoms after
1 year of self-therapy are presented in Part 4, with
relevant biochemical results. After accessing
further web resources and viewing an animation on
copper absorption, students take a third on-line
quiz. Part 5 then resolves and terminates the case.
--Macauly, Van Damme, Walker. (2009). The Use of Contextual Learning to Teach Biochemistry
to Dietetic Students. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION. Vol. 37, No. 3, pp. 137–143,
2009
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C ases in T herapeutics: C ase for Receptor Agonists and A ntagonists
Richard Thompson is a 35-year-old male whose blood pressure was consistently tested at
approximately 145/100 despite following a low-sodium diet, omitting alcohol, and beginning an
exercise program. He has no symptoms related to this elevated blood pressure. He has a history of
asthma.
1. Does Richard have hypertension? If so, why should it be treated if he has no symptoms?
2. Which of the receptor antagonists might be useful for treating his hypertension without worsening
his asthma? Explain.
For full case:
http://programs.northlandcollege.edu/biology/AP1Forms/AP1casestudies/Unit5/A&P%201%20Case%
20Study%20Unit%205%20Middle%20Age%20Heart%20Problems.htm
See also International Union of Physiological Sciences, the International Union of Pharmacology
(IUPHAR)http://www.iuphar.org/sections/teaching/t_resources_c.html
O ther Student A ctivities for Small G roup Study:
Besides developing graphic organizers or solving cases, students:
3. Consult most current research on specific topics, examples, etc. and bring them to small group for
presentation and active learning within the group.
4. Develop an explanation to provide to a patient regarding causes, issues, wellness, therapeutics, etc.
5. Develop a protocol.
6. Study and appraise an article in a journal together to uncover key information to share with others
in the class (via jigsaw, via handout, via online discussion).
7. Maintain a log, tracking a specific problem over time, analyzing the issues and share results with
classmates. E.g. Analysis of a 48 hour food log, analysis of history-taking skills, etc.
8. Develop a “toolkit” or process to learn, or approach different cases or concepts. E.g. toolkit for
Drugs and Receptors
9. Debate issues.
10. React to a challenge: React to positive lab tests - so the cultures from the lumbar puncture or sputum sample
or knee aspirate come back as..... what do you do now?
11. Predict consequences of facilures or differences: e.g. failure of cells, anatomical components to
function normally
12. Apply knowledge of process (e.g. diffusion) to systems (e.g. to gas exchange in lung, electrolyte
exchange in kidney.)
13. Calculate risks.
14. Modify drug dosage based on results of pharmacogenetic testing, according to renal function,
according to xxx.
15. Compare different responses of processes. E.g development of effective vaccines for polio or
influenza vs. vaccine for HIV or malaria. e.g. genes that promote cell growth vs. inhibit cell death
16. Design a therapeutic regimen.
17. Fill in a request form, admission form, discharge form, modify a prototype e-patient record.
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O verview of T eam-Based L ear ning*
Introduction:
Team-based learning is a distinctive instructional strategy in which an interdependent sequence of inclass and out-of-class activities move students through the three-phase process of:
Preparation, Application and Assessment.
Lea rning O bjective:
The overall objective of team-based learning is to move beyond simply presenting course concepts to
providing students with the opportunity to practice using course concepts. The role of the teacher shifts
from dispensing information to designing and managing the overall instructional process.
Lea rning Process:
In the preparation phase students begin by reading assignments out-of-class. The reading
material introduces the basic concepts. When they come to class they engage in a Readiness Assurance
Process or R A P. The RAP is a relatively short multiple-choice test to ensure that students know the
material required for the next phase of the learning process. The students complete the test
individually, hand in their sheets to the instructor, and then immediately retake the test as a group.
Both individual and group scores factor into the final mark for the course. By the end of the
preparation phase, students have a moderate level of understanding of the main concepts and are ready
to enter the application phase.
In the application phase students use the content covered to answer questions, solve problems,
create explanations. The next few sessions are devoted to application exercises that are presented in
increasing levels of difficulty.
After the teams have practiced applying the material the move into the assessment phase. In
this phase student groups are once again provided with application exercises which are now included
as part of the course grade.
Team Formation:
Working in groups is a critical aspect of the learning process. It is the quality of the group interaction
that contributes to the learning experience. Therefore, forming groups is an important aspect of teambased learning. Groups should represent the diversity of experiences and expertise found within the
class. The ideal group size is between 5 and 7 members.
A ccountability and Rewards:
The assessment process is key to successful team-based learning and must include marks for:
individual preparation, quality of the group work, individual contribution to the success of the team.
An effective peer assessment tool is a vital component of team-based learning.
G etting Started:
In an ideal situation, team-based learning should be used over an extended period of time, for example,
as an instructional strategy applied consistently over a 15 week course. The course can be broken down
into a series of main units of instruction (5-7) with each unit taking approximately 6-10 class hours. It
is also possible, however, to use team-based learning as an extended exercise situated within a larger
course.
Fou r Essential Principles:
Team-Based learning requires that: 1. Groups are properly formed, 2. Students are made accountable,
3. Assignments promote learning and team development, and 4. Students receive frequent and
immediate feedback.
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For more information go to: http://www.ou.edu/idp/teamlearning/
*Adapted from: Michaelson, L.K., Knight, A.B. and Fink, L.D, (2004). Team-Based Learning: A
transformative use of small groups in college teaching. Stylus Publishing Inc.
T eam Based L earning M odel
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Steps for Planning a C linical C ase Study: Patient Presentation and Diagnostic
Decisions
“It is much more important to know what sort of a patient has a disease than what sort of a disease a
patient has.” -- Osler (Hippocrates)
Step
Plan the C ase
1. Teach or review the
diagnostic, or problemsolving process
2. Select a topic for a case study
3.
4.
5.
6.
E xample
Patient presentation--Differential Diagnosis—Clinical
Assessment—Investigations—Diagnosis—Management
May:
be a cluster of foundational knowledge sessions,
be a specific presentation
incorporate a specific condition, scientific issue or
problem
incorporate a specific action, process, procedure, etc.
Determine the learning
What will students know and know how to do after this case
objectives for the case study
study? Value after this case? Be specific, especially as to
purpose for study.
Relate to Course Objectives.
Students will: apply, analyze (compare, break down into
components), evaluate or predict, solve a problem, etc.
Develop the narrative portion Create a “real life,” believable patient, and determine the
of the case
initial facts about this patient. These would be name, age,
marital status, ethnicity where relevant, gender, family,
background, dialogue and narrative or story of the patient.
Facts are presented in an iterative style (e.g.
chronologically, as they present, or as the patient describes
them, or with complications arising
Identify the problem and
Define initial presentations, crisis or catalyst for problem.
present it to engender multiple This may include basic information presented to you as a
viable solutions
physician in Emergency, clinic, etc.
Student T ask: Begin to create a differential diagnosis by
creating a “diagnostic decision tree*”. Consider further
questions and requests for information.
Develop the handouts for
Handout 1: General presentation to the Emergency Room,
iterative solution through key physician’s office, lab, consultation, etc.
decision-making points
Handout 2: History of Present Illness, relevant Past Medical
History, Family History and Social Circumstances, Initial
findings from Physical Examination
Handout 3: Tests to order: Rank in order of importance
Handout 4: “real life” examples of test results: eg. EKG,
X-Ray, blood count, chemistry panel, etc.
Handout 5: further results
NOTE: Teacher may model your case solution process to
students first through explanation, “Think Aloud” or role
play.
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Build in Student T asks for diagnosis, and initial management
7. Allow students to develop a
e.g. Draw upon 9 Sources of Human Disease: Congenital,
method to relate to key
Infectious, Inflammatory, Ischemic, Metabolic, Nutritional,
scientific concepts
Neoplastic, Toxic, Traumatic
Student T ask: Identify the key components that apply to
this condition, or that have caused this condition, etc.
8. Create the opportunity to
Student T ask: Identify: 3 components of Illness Scripts:
consider Illness Scripts
Predisposing Conditions, Pathophysical Insult, Clinical
Consequences
9. Create an opportunity to
Student T ask: Consider Defining and Discriminating
compare similar or possible
Features of a Set of Diagnostic Hypotheses:
diagnoses
Defining features are descriptors that are characteristic of
the diagnoses (e.g., gout, septic arthritis, osteoarthritis).
Discriminating features are descriptors that are useful for
distinguishing the diagnoses from one another. (e.g.
Multiple joints involved; Long-term decline in functioning)
10. Create an opportunity to get
Student T ask: Students request History of Present Illness,
more information
relevant Past Medical History, Family History and Social
Circumstances and Systems Review. Key findings from
Physical Examination would also be appropriate.
11. Provide the opportunity to
request tests and data.
12. Provide an opportunity for
analysis of tests
13. Provide the opportunity to
determine initial management
concepts.
Teaching A ctivities
14. Debrief at each stage of the
case study.
15. Ask students to defend or
explain their answers
NOTE: role play between a “doctor” and “patient” may
allow students to determine what questions to ask during
these inquiries.
Provide a list of all possible tests to students from which to
select. Or ask students to determine most appropriate tests.
Student T ask: Students select only the most appropriate
tests for this presentation and are prepared to defend their
selection. Points may be taken away for potentially
harmful, invasive tests.
Student T ask: Consider scientific concepts in analysis of
tests.
Student T ask: What initial treatment would you suggest
for this patient?
What will be the key components of her long-term
management?
What scientific principles of pharmacology and therapeutics
will you consider?
Students discuss with small group members, and with whole
class. Teacher summarizes and corrects misconceptions.
Determine questions and tasks in advance.
Ask students to “walk you through their decisions.”
Consider whether decisions are appropriate or not.
Pay attention to misconceptions and misunderstandings and
address these.
Students T ask: Provide a rationale for choices. Link to
prior learning.
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16. Move to more complex cases
Complex cases involve more than one key presentation,
more than one system or problem, cases that are less
common, cases that are built on previous cases but extend
further with complications, cases where the patient has
changed, etc.
Complexity also involves adding more student
independence, and less reliance on structure and direction
from teacher; move gradually to cases with less structured
problems, and less teacher direction.
Consider factoring in psychosocial skills, areas for student
independent enquiry into current literature, extending cases
over 2 classes with more work needed from students, etc.
*Diagnostic Decision Trees from Dr. Henry Mandin available from Sheila Pinchin
T eaching for C ase-Based L ear ning: 10 T ips
1. Find out where your learners are through open-ended questions, use of clickers in large groups,
reading worksheets, online quizzes, etc.
2. Ask for comparison and contrast charts or Venn Diagrams of possible typical diagnoses.
3. Require student to priorize the diagnostic possibilities with rationales.
4. Teach “anchor prototypes” of the typical presentation. Begin with common problems.
(Additional clinical exposure will lead to appreciation of atypical or subtle findings.)
5. Point out, and gradually require students to identify, diagnostically meaningful information in
the data on the case, identify redundant or irrelevant findings, highlight discriminating features,
including relative weight or importance for drawing conclusions.
6. Ask students to compare prototypical cases with the case at hand.
7. Provide readings that allow students to have a context for diagnostic reasoning vs. facts without
context for memorization. Evaluate readings ahead of time and be selective.
8. Ask students to read about or consider at least 2 diagnostic hypotheses at a time, to compare
and contrast the features.
9. Provide students with self-directed learning opportunities.
10. Use original literature judiciously to provide important new organizing principles or newer
pathophysiological insights.
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Steps to Blended e-Learning
Steps
Determine purpose(s) for
e-learning
Determine Topic
Set Learning Objectives
4. a) Research to discover if
existing e-learning
modules exist and what
conditions you can use
them under.
OR
4. b) Develop your own elearning module
Find people and tools to
assist you
Blend into classroom
learning
E xamples
Introduce new concepts
Introduce new readings
Review prior learning
Assess learning
Prepare for lab
Prepare for application of concepts in practical examples/activities
in class
Resource for in-class research/enquiry
Select a topic that requires student independent work that is integral to
classroom activities.
Tie into Course Objectives (MCC presentations/C2LEO)
What will students know, know how to do, and value by the end of
the blended session?
Contact the Bracken Librarians, especially Laurie Scott,
[email protected] (before Aug 31) and Sarah Wickett,
[email protected] (after Aug 31).
MEdPortal: http://www.aamc.org/mededportal
HEAL: http://www.healcentral.org
PEIR (pathology education library): http://www.peir2.path.uab.edu
May Include:
1. Pre-test
2. Introduction with organizer or path, objectives, etc.
3. Content
o Concepts, Ideas, Connections
o Activities
o Interactive or Reflective questions
o Multimedia (video, audio, images, animations)
4. Conclusion/Summary
Post-Test Quiz
Amy Allcock at MEdTech is available for assistance and
consultation re. layout, tools, etc. See also Guidelines for
Developing e-Modules [email protected]
Tools such as eXe, MEdTech’s Quiz Module, Articulate Presenter
(Narrated PowerPoint) are freely available and supported by
MEdTech.
Student assistants have been successful online developers when
liaising with web and educational developers.
Build upon the student learning from the e-learning module.
Review, ask (clicker) questions, determine areas of concern
Use small group learning to uncover and discover more complex
thinking skills: analysis, application, synthesis and evaluation
Students develop individual or group products as a result of elearning.
Students refer to online module in enquiry situations.
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SE C T I O N 3: Implementing F ormative A ssessment Strategies
Purpose:
Assessment is a salient feature in every curriculum. It has been shown to be what
students attend to most stringently in making decisions about how they approach
learning. Assessment will support learning and improve teaching through thoughtful
instrument design, strategic sequencing, and appropriate use of results.
There are two types of assessment practices:
F ormative assessment happens when feedback is provided to students about how they
are progressing in relation to learning objectives.
Summative assessment provides information about whether students have met learning
objectives.
The accreditation standards challenge us to create an assessment system that includes
both formative and summative assessment practices. Ideally, these practices should
complement each other.
E D-30. The directors of all courses and clerkships must design and implement a
system of formative and summative evaluation of student achievement in each course
and clerkship.
E D-31. E ach student should be evaluated early enough during a unit of study to allow
time for remediation.
Currently, the key challenge in the undergraduate medical curriculum is to include
opportunities for formative assessment.
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T he F ive Phases of Formative Assessment
F ive Phases of Formative Assessment
1. Collect information about where
students are in relation to desired
learning objectives.
2. Identify gaps in
knowledge/understanding/performance
where further learning is required.
3. Offer timely, objective, specific,
improvement oriented feedback to
support remediation.
E xample in Practice
Results of a MEdTech Central quiz based
on assigned readings completed prior to
class, provide data to students and faculty.
An analysis of class results suggests many
students are struggling with the principles
of feedback control between the pituitary
and thyroid glands.
During the first portion of the class you
review quiz results, identifying the
principles of feedback control as an area
that many are struggling with. You then
review the process and provide specific
reference to further readings on the
subject.
4. Allow sufficient time for students to act
Until mid-term exam (3 weeks away)
on feedback.
The mid-term exam should include several
5. Require students to demonstrate
items asking about negative feedback loop
progress towards desired learning
to ensure students have grasped this
objectives.
foundational process.
The inclusion of high quality feedbac k is the hallmark of formative assessment. This
table describes the five phases of formative assessment required to achieve the
appropriate quality of feedback.
An Assessment Planning T able is a tool individual Curriculum leaders can use to
document the (a) purpose, (b) timing, (c) format and description, (d) score and
weighting and (e) provision of feedback. A sample is shown on the following page.
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Assessment Planning T able
Pu rpose of
Assessment
Demonstrate
knowledge of
concepts from presession reading.
T iming of
Assessment
Sept 14th, 28th
Oct 12th
Nov 2nd, 16th
Format and Description
MedTech Quiz:
Independent online MCQ quizzes
Linked to Articulate Presentations and
Online Learning Modules
Gain feedback on
areas of strength and
weakness.
Document progress
in relation to learning
objectives
Oct 20th
Gather information
about whether
students have met
learning objectives.
Score and
W eighting*
Score does not
contribute to final
grade.
Score out of 100.
30% of final grade.
Final exam
Students receive feedback
about why an answer is correct
or incorrect upon selection of
an answer.
Results debriefed in class
PRIOR to granting access to
grades.
Identify sections that posed
greatest challenge.
SAQ format, # of items, value. (5 marks
each)
Dec 0th
Provision of Feedback
Completion of all 5
quizzes is required to
pass course.
MCQ format, # of items, value. (1 mark
each)
Familiarize students
with format (e.g.,
MCQ, SAQ, bell
ringer).
Consolidate learning
Mid-term exam
Sample
Score out of 100
Review material associated
with these sections and provide
reference to resources for
remediation.
Students SHOULD BE
encouraged to review results.
50% of final grade
MCQ format, # of items, value (1 mark
each)
*Some assessments may not contribute to the final grade but must be completed in order to pass the course.
Ideally, debrief statement
addressing class’ overall
performance on exam
published in MedTech
Assessment Planning T able
Pu rpose of
Assessment
T iming of
Assessment
Format and Description
Sample
Score and
W eighting*
*Some assessments may not contribute to the final grade but must be completed in order to pass the course.
Provision of Feedback
Preparing and Sharing F eedbac k for M ultiple C hoice Q uestions
If we want students to consider the feedback we provide, it must be discussed
B E F O R E they have access to their test scores. Formally scheduling this time to
debrief test results with the class is imperative.
Step 1: A nalyzing results
Assessment tools should be designed based on themes. In the case of MCQ style
quizzes, several items should ask about the same thing in different ways. Upon
reviewing results, you will be looking for patterns of responses.
Ask yourself:
 Is the same group of questions causing difficulties for all students?
Such a pattern would suggest that the topic should be re-visited in a different
way than it was originally taught.
 Is one question causing difficulty for all students?
Such a pattern suggests there might be a problem with that particular question.
Perhaps you need to rework it, asking what you wish in a different manner.
Elicit feedback from students about their interpretation of the question so you
can adjust it for future use.
Once you have determined the source of error, then you can formulate a plan to
address it. In effect your debriefing sessions should model self-monitoring for
students. You need to share this process with them explicitly.
Step 2: Debriefing results with students
Begin by describing your process:
 Upon reviewing the result of the latest quiz I noticed….(describe the pattern of
results)
 This indicates to me….
 Most of you have a good grasp of…
 Those of you who didn’t do well on section X should…
 Many of you are struggling with….
 Consequently today we will….
C reating an Assessment C ontinuum
Description: What is this?
An “Assessment Continuum” is a blueprint of assessment activities mapped over the
semester. In this curriculum-planning tool, assessment opportunities are noted at the
centerline of the diagram and encased in bold geometric shapes. Each shape denotes
the dominant function of an assessment (e.g., rectangular: formative and diamond:
summative). Moving out from the centerline, the nature of information gathered with
each assessment for both students (above centerline) and teachers (below centerline)
are provided. Finally, the conditions under which information gathered during
assessment opportunities are translated into feedback that can inform both learning
(upper most) and Teaching (lower most) are indicated.
Purpose: What does it tell us?
The purpose of an Assessment Continuum is to provide an overview of the assessment
plan for the entire semester. This tool provides a framework that allows us to consider
how the assessment demands across all courses fit together and the implications of
these demands in terms of the burden born by students and teachers. At this point it is
a large grained model of the assessment plan indicating only the general location of
assessment opportunities, implications of information gathered, and guidelines for
uses of that information to inform learning and teaching.
A sample of an assessment continuum for Semester 1 is shown on the next page.
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SE C T I O N 4: C reating C ur ricular A lignment
Purpose:
“In aligned teaching, there is maximum consistency throughout the system. The
curriculum is stated in the form of clear objectives rather than simply a list of topics
to be covered. The teaching methods are chosen that are likely to realize those
objectives; you get students to do the things that the objectives nominate. Finally, the
assessment tasks address the objectives so you can test to see if the students have
learned what the objectives state they should be learning. All components in the
system address the same agenda and support each other. The students are ‘entrapped’
in this web of consistency, optimizing the likelihood that they will engage in the
appropriate learning activities, but paradoxically leaving them free to construct their
knowledge in their own way.” Biggs, 2003, p. 27.
Learning
Objectives
Teaching
Methods
Learning
Experience
Assessment
Strategies
“When there is alignment between what we want, how we teach and how we assess,
teaching is much more likely to be effective than when it is not.”
“Teaching is . . . the purposeful creation of situations from which motivated learners
should not be able to escape without learning or developing.”
Strategies for C reating C ur ricular A lignment
As presented in Section 1, the “ICE” Model (Ideas, Connections, Extensions) is a
framework that describes the progression of student learning from novice to expert.
Besides serving as a guide for creating learning objectives, it is also a useful
framework to use when planning learning opportunities to make sure that your
intended outcomes align with your teaching methods and assessment strategies. Some
examples are presented as follows.
E xamples of C ur ricular A lignment
E xample #1: G eneric E xample for M edicine*
( K nowledge)
Ideas
Connections
E xtensions
Application
Fact
Mechanisms
Processes
New conditions
New treatments
Innovation
Possible
learning
methods
Lecture
Prepared
presentation
On-line module
Reference
material
Evaluation
methods
MCQ
Short answer
Managing
presentations
(MCC
presentations)
Case
management
tutorials
Team based
learning session
Patients
Assignments
Structured MCQ
Case reports
OSCEs
Critical
appraisal
Research
Journal clubs
Involvement in
clinical care
Review of case
management
Case reports
Research
* Tony Sanfilippo – presentation to department heads June 8, 2009
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C reating C ur ricular A lignment E xample #2
T eaching about Pneumonia
( K nowledge)
Ideas
Learning
Objectives
To describe the
common causes
(e.g. S. pneumo)
and treatment (e.g.
penicillin) for
pneumonia
Connections
To be able to
diagnose & treat a
patient with
community
acquired
pneumonia
To explain of
bacteria acquire the
the mechanism of
drug resistance
Teaching
methods
Assessment
strategies
Pre-class review of
material available
through Articulate
Presenter
In class questions
to assess level of
foundational
knowledge using
‘ clickers’
E xtensions
In class small
group case studies
Final exam using
short answer
questions
To be able to
diagnose & treat
an unusual
presentation of
pneumonia
On-line module
with a section on
unusual cases
On-line module
with case studies
and a self
assessment quiz
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C reating A lignment
L earning O bjective
Are able to efficiently search
sources of medical information
in order to address specific
clinical questions.
E xercise
T eaching M ethod
A ligned? Y es or No?
Lecture on source of medical
information.
Assessment Strategy
Multiple choice exam on
sources of medical information.
A ligned? Y es or No?
Apply knowledge of cellular
Out of class assigned reading
responses to injury, and the
followed by in-class, small
underlying etiology,
group application exercises.
biochemical and molecular
alterations, to assess therapeutic
interventions.
Case study with short answer
questions
C reate your own alignment
Explain the effects of insulin on
glucose and lipid metabolism
and the role of this pathway in
the pathogenesis of types I and
II diabetes mellitus.
Recognize the indications for
genetic testing and interpret the
results to determine risk of rare
or common disease.
Diagnose blood disorders using
knowledge of flow resistance
and viscosity.
Explain to a patient how and
why albumin is important in
regulating blood volume by
maintaining the osmotic
pressure of the blood
compartment.
Elicit and synthesize relevant
information and perspectives of
patients and families,
colleagues and other
professionals.
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SE C T I O N 5: C reating a Course O utline
Purpose:
The purpose of a course outline is to give students an immediate sense of what the
course will cover, what work is expected of them and how their performance will be
evaluated. A course outline eliminates any guesswork regarding expectations and in
doing so creates transparency in expectations.
F unctions:
1. Establishes connection and communication
2. Sets the tone
3. Provides a conceptual framework
4. Provides logistics
5. Facilitates student learning
6. Helps the students assess their readiness to take the course
7. Describes the learning process(es)
8. Defines student responsibility
9. Provides a broader context
10. Can be used as a “Contract for Learning”
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Components of a Course O utline
Background Information
Description
Course Director
Name
Contact Information
Office Hours
Curricular Coordinator: Zdenka Ko
Office: Undergraduate Office, 68 Barrie St, Kingston ON
Hours: M-F 8:30-4:30
Phone: (613)544-6000 x 77804
Fax: (613)533-3190
Prerequisites (Foundational K nowledge)
A ims of the Course
Lea rning O bjectives
By the end of this course, students will:
Medical Expert
Health Advocate
Scholar
Collaborator
Communicator
Manager
Professional
M C C Presentations A ddressed in this Course
Course C alenda r
Please see MEdTech for session dates/times/locations
Teaching M ethods
Assessment Strategies
Integration with O ther Courses
Resou rces
W hat is E xpected of Students
W hat is E xpected of Course F aculty
Please see MSK/Trauma Course Outline at
https://meds.queensu.ca/courses/community/msk:course_outline for an example.
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M usculoskeletal System and T rauma C ourse
Course O utline
B A C K G R O UND IN F O R M A TIO N
Description: Disorders of the MSK system are common and often require collaboration between a
variety of different health care professions. The MSK and Trauma Course is a required component
of the second semester of the first year of the M.D. program
Course Director: Dr. Lindsay Davidson
O ffice: Room 315, Victory 3, Kingston General Hospital
Phone: (613) 544-9626
O ffice hours: by appointment
C ur ricula r Coordinator: Ms. Zdenka Ko
O ffice: Undergraduate Office, 68 Barrie St, Kingston ON
Hours: M-F 8:30-4:30
Phone: (613)544-6000 x 77804
F ax: (613)533-3190
PR E R E Q U ISI T ES (F O U N D A T I O N A L I N F O R M A T I O N)
Successful completion of all first semester courses in the M.D. program.
In particular, students should review the anatomy of the MSK system as well as the histology and
ultrastructure of normal bone and cartilage.
A I MS O F C O U RSE
The MSK and Trauma Course will build on concepts learned in the first semester in the Normal
Human Structure and Normal Human Function Courses while introducing students to a variety of
patient presentations that involve the musculoskeletal system.
The instructional design of the course emphasizes the development of independent learning,
collaborative and reflective skills relevant to the clinical practice of medicine.
In addition to providing students with learning opportunities built around MSK-related patient
presentations, this course will provide the opportunity to explore topics relevant to careers in
Family Medicine, Sports Medicine, Rheumatology, Orthopaedic Surgery, Rehabilitation
Medicine, Genetics, Pediatrics, Radiology and Pathology.
This course will prepare students to study related topics in more depth in both pre-clerkship
(Brain and Behaviour, Clinical and Communication Skills) and clerkship (Medicine, Periop/ER,
Surgery) courses.
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L E A R N I N G O BJ E C T I V ES
By the end of this course, students will be able to:
1. Perform a complete and appropriate assessment of a patient presenting with the clinical
presentations listed below, specifically including the ability to:
1. Utilize history taking and physical examination to gather data relevant to the clinical
presentation,
2. Perform a focused physical examination of the MSK system that is relevant and accurate,
3. Identify and apply relevant aspects of normal human structure and physiology,
4. Hypothesize pathologic or maladaptive processes that could be active,
5. Choose and interpret diagnostic tests or procedures appropriately to
establish working diagnoses.
2. In the context of the listed presentations:
1. Demonstrate effective clinical problem solving and judgment,
2. Develop appropriate differential diagnoses,
3. Develop appropriate management plans.
3. Discover and articulate opportunities for health promotion and disease prevention as well as
resources for patient care,
4. In the context of simulated cases and practice situations:
1. Reflect on their own roles as future physicians,
2. Recognize and respect the diversity of roles and responsibilities of other health care
professionals in a variety of settings,
3. Describe how these roles interact with their own.
5. Identify and balance personal and educational priorities, seeking help if unable to meet
educational expectations of course.
6. Participate in peer review and demonstrate insight and acceptance of feedback.
M C C PR ESE N T A T I O NS A D D R ESSE D I N T H IS C O U RSE
20: Deformity/Limp/Pain in Lower Extremity, Child
34: Fractures/Dislocations
50: Joint Pain (mono-articular, poly-articular, Periarticular, Soft Tissue Rheumatic Disorders)
53: Lump/Mass, Musculoskeletal
67: Local Pain (Hip/Knee/Ankle/Foot; Shoulder/Elbow/Wrist/Hand, Spinal
Compression/Osteoporosis, Spine/Low Back pain, Spine/Neck/Thoracic)
109: Trauma/Accidents (including Bone/Joint, Hand/Wrist and excluding other sub-topics)
114: Violence, Family (Child Abuse/Physical/Emotional/Sexual/Neglect/Self-inflicted and
excluding other sub-topics)
C O U RSE C A L E N D A R
Please see MedTech for session dates/times/locations
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T E A C H I N G M E T H O DS
This course has been designed using a variety of instructional methods including:
o Independent work
o eLearning (modules, online quizzes, discussion board)
o Interactive lectures
o Team Based learning
o Small group, hands-on clinical skills instruction
o Formative assessment is embedded throughout the course allowing students to assess their
progress on a regular basis. Some of these activities will contribute to the final course grade
ASSESSM E N T ST R A T E G I ES
Individual readiness assessment tests (10%)
Online quizzes (must obtain at least 60% and complete within defined timeline) (5%)
Mid-term exam (20 %)
Final exam (40%)
Team grade:
o Team readiness assessment tests (10%)
o Osteoporosis worksheet (5%)
o interprofessional patient education project (10%)
Tutor and peer assessment - this will be conducted at mid- and end- of course using pre-circulated
rubrics. Students who exhibit conduct that represents a significant or repeated pattern contrary to
the student expectations outlined below risk failure of the course.
Integration with Other Courses:
OSCE (as part of Clinical Skills course, however this will relate to MSK/Trauma Course
material)
R ESO U R C ES T O B E USE D
MCC Objectives Online
The required course textbooks have been chosen as they will prove useful in several future
courses and throughout Phase III. Both are up-to-date and contain short, easy to read chapters that
will give you excellent background for classroom sessions. The textbooks are both recommended
for purchase, however there is one copy of each on reserve in Bracken Library.
o Andreoli, T., Cecil's Essentials of Medicine (6th or 7th edition).
o Lawrence, P., Essentials of Surgical Specialties (2nd or 3rd edition).
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W H A T IS E X PE C T E D O F ST U D E N TS
1. Complete all required readings and assignments prior to class including In-class Readiness
Assessments & accompanying quizzes at the beginning of each thematic unit.
* Make-up quizzes must to be arranged with Ms. Zdenka Ko; however this grade will not be applied
to the final percentage for the RAT. Instead the weighting of the final exam will be increased for
these individuals.
2. Attend all Team Learning and Small Group sessions and notify Ms. Zdenka Ko and the tutor
involved in advance of expected absence. For TBL sessions, students must also inform their peers as
an absence may negatively affect team performance.
3. Compete all assignments and other course tasks to schedule.
4. Conduct themselves respectfully in interactions with student colleagues, teachers and
administrative staff.
5. Use the course discussion board to post questions about course content and process in order to
enhance the learning of the entire class.
6. Limit use of laptops and other electronic devices during scheduled teaching sessions for academic
purposes ONLY.
W H A T IS E X PE C T E D O F C O U RSE F A C U L T Y
Alignment of course objectives, learning strategies and assessment of student learning.
Multiple opportunities for students to assess their knowledge and progress in a formative fashion
during the course.
Session and unit objectives and resources will be posted online at least 48 hours prior to any
scheduled class meetings. Some teachers will choose not to post slides prior to classroom
sessions in order to enhance discussion and interactivity, however these will generally be made
available online following the session.
Classroom sessions will begin and end on time.
Response to the course discussion board within 48 (weekday) hours.
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Resources
e-T eaching C ollaborative: http://meds.queensu.ca/eteaching
Amy Allcock: [email protected]
Sheila Pinchin: [email protected]
Sarah Wickett: [email protected] (after August 31, 2009)
O ffice of H ealth Sciences E ducation: http://meds.queensu.ca/ohse
Laura McEwen: Assessment and Evaluation Consultant: [email protected]
Sheila Pinchin: Education Consultant: [email protected]
Elaine Van Melle: Director: [email protected]
U ndergraduate M edical E ducation
C ur ricular C oordinators
Zdenka Ko: Semesters 1 and 2: [email protected]
Rebecca Jozsa: Semesters 3, 4, 5: [email protected]
Denise Jones: Clerkship: [email protected]
Anne Richards: Clinical and Communication Skills 1: [email protected]
Anna Lyn Baxter: Clinical and Communication Skills 2: [email protected]
Y ear Coordinators
Michelle Gibson: Year 1&2 Coordinator: [email protected]
Lindsay Davidson: Clerkship Coordinator: [email protected]
B racken H ealth Sciences L ibrary
Laurie Scott: Head, Research and Education Services: [email protected]
Sarah Wickett: Informatics Librarian (after Aug. 31): [email protected]
M E d T ech:
Amy Allcock: Web Developer: [email protected]
F aculty Development: Wor kshops
Danielle Blouin: Director: [email protected]
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