medicine

John A Burns School of Medicine

The poster describes the content mapping process that aligned the learning priorities in the problem-based-learning pre-clerkship medical curriculum to accreditation standards and JABSOM’s graduation objectives. The resulting map serves as a resource for course directors to monitor content themes, determine curriculum gaps and redundancies, and address accreditation requirements.

Content Maps of Health Care Problems in the Pre-clerkship Curriculum: Monitoring Themes, Gaps, Redundancies and Accreditation Requirements

The poster describes the content mapping process that aligned the learning priorities in the problem-based-learning pre-clerkship medical curriculum …

A process to conduct an overhaul of the JABSOM curriculum map of the medical education program was conducted, in part, to address a recent accreditation citation. The curriculum map was revised by faculty, reviewed by the Curriculum Committee, and will be utilized at the upcoming annual Curriculum Committee retreat.

JABSOM Medical Education: A Systematic Review Process for a Medical Education Curriculum

A process to conduct an overhaul of the JABSOM curriculum map of the medical education program was conducted, …

New LCME accreditation standards will require medical schools to monitor curriculum and content and to develop a curriculum inventory over the next 1--2 years. There is little literature on the use of curriculum mapping to evaluate Problem-Based Learning (PBL) curriculum. Equipping medical students with knowledge and skills to care for our rapidly aging population is critical. We describe how developing a curriculum map for geriatric medicine core competencies during preclinical education helped identify areas to target revision of curricula. While curriculum mapping will be necessary in meeting AAMC inventory requirements in the future, the Curriculum Mapping of Geriatric Medicine Core Competencies at JABSOM has already proven to be an effective strategy. During our analysis, we found that we covered many LCME survey topics important for accreditation (e.g. care of the disabled, abuse, end--of--life care, health care systems). Through examination of the preclinical curriculum, we identified areas of deficiency, and also that the sequence was not ideal. Greater emphasis on geriatric physiology should occur earlier in the preclinical years, and coverage of optimal medication management should occur in later courses. Greater discussion regarding “Hospital Care for Elders,” including the important topics of patient safety and discharge planning towards the end of the second year, would also help better prepare students for their clinical years. Revisions to the curriculum and examinations are planned. We also plan to expand our analysis to include interprofessional education and cultural competence.

Curriculum Mapping of Geriatric Medicine Core Competencies in the Preclinical Problem-Based Learning Curriculum at the John A Burns School of Medicine, University of Hawai′i

New LCME accreditation standards will require medical schools to monitor curriculum and content and to develop a curriculum …

The Tropical Medicine Curriculum Committee reviewed the organization and content of the Tropical Medicine MS and PhD core course series (TRMD 604 & 605). The following data relating to Student Learning Outcome #1 (Tropical Medicine Knowledge Base) were assessed: (1) student comments in program review interviews by an external committee and in course evaluations; (2) faculty review of student performance on qualifying examinations over the past 5 years; (3) faculty interviews of current graduate students regarding specific core content and overall fulfillment of the program’s student learning outcomes; and (4) overall demonstration of student proficiency in the various disciplines of Tropical Medicine. The major point emerging from this assessment was that the core Tropical Medicine content, particularly in immunology and virology, was not being adequately covered in the current two-semester Infectious Disease Microbiology course format. Based on the above data, it was decided that the core courses required expansion from two to three semester courses to (1) increase and improve coverage of the major topics in virology, an area of research emphasis in the program, and (2) to provide a background in immunology which is more focused and relevant to infectious disease pathogenesis, immunity, and host:pathogen interactions.

Assessment & Revision of Core Curriculum in Tropical Medicine

The Tropical Medicine Curriculum Committee reviewed the organization and content of the Tropical Medicine MS and PhD core …

Palliative medicine is a highly complex field aimed to prevent and relieve suffering, and improve the quality of life for people with serious, progressive, and terminal illness and their families. Palliative medicine requires integrating medical knowledge, attitudes, clinical and communication skills, personal insight, reflective ability, self awareness, and narrative competence. For this reason, teaching, learning, and assessing learners in palliative medicine is also complex. At JABSOM, fourth year medical students complete a four week long mandatory rotation in geriatric and palliative medicine. The rotation combines small group interactive sessions in the classroom with clinical experiences in a variety of settings. Common challenges for learners include overcoming negative attitudes regarding serious illness and death and integrating psychological and social issues to the practice of medicine. We present a series of templates developed to aid ongoing assessment, evaluation, and support of the learners during the rotation.

Assessment in Palliative Medicine

Palliative medicine is a highly complex field aimed to prevent and relieve suffering, and improve the quality of …