Transcript The UCSD Curriculum: The Road Ahead

Some Syllables
About Syllabi
Jess Mandel, M.D.
Associate Professor of Medicine
Associate Dean for Undergraduate Medical
Education
UCSD School of Medicine
September, 2006
Neal Cassady (1926-1968)
Neal Cassady (1926-1968)
“I want you to tell me absolutely everything about your life…explore every digression
and blind alley and don’t leave a single event out…”
Outline
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I. Essential components of a syllabus
II. Decisions in syllabus design
III. Components/steps
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Goals/objectives
Selecting appropriate teaching methods
Assessment/grading policies
Textbooks
Handouts
IV. Conclusions
Syllabus
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Definition: An outline or a summary of the
main points of a text, lecture, or course of
study.
Etymology: Medieval Latin, probably
alteration (influenced by Greek
sullambanein, to put together) of Latin
sillybus, parchment label, from Greek
sillubos.
Why Is a Good Syllabus Important?
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First interaction between students and instructor
Delineates meaning, relevance, and goals of the
course
Establishes instructor’s and students’
responsibilities and expectations, i.e., is a
contract
Defines standards of evaluation
Acquaints students with course logistics
Contains critical course materials
Developing a good syllabus requires reflection
and analysis – helps course organization and
execution
Essential Components
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Course information
Course description/objectives
Instructor information
Texts, readings, materials
Course calendar/schedule
Course policies (grading, attendance,
participation, missed exams/assignments,
disabilites, etc)
Steps
1.
2.
3.
4.
5.
6.
7.
8.
9.
Reflection
Establish goals and objectives
Select appropriate teaching and learning
methods
Pick assessment methods of students
Think about contact with students
Select textbooks
Assemble handouts
Consider other resources
Plan evaluation of the course
1) Reflection
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Develop a well-grounded
rationale for the course
Decide what students
should be able to do as a
result of the course.
Think about appropriate
assessments
Consider how learning can
be active
Identify resources
Start composing the
syllabus
Edouard Gelhay, Reflection, 1881
The Course Rationale
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The rationale for the
course is key.
Must be well thought
out and well
articulated
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Impacts construction
of course
Critical for students to
appreciate relevance
What is obvious to
profs not obvious to
students
Stuart Davis, Blips and Ifs, 1964
Example – Course Rationale
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Optical Microscopy and Imaging for Biologists 2006
Understanding the function or dysfunction of cells is
crucial in the field of modern medicine. Scientists
working in the biomedical sciences have access to a wide
range of tools to examine the cells in their different
states. This offers new opportunities as well as new
problems. Understanding the principles of different
optical imaging methods is critical to obtaining reliable
results. The course will cover basic concepts of light
microscopy and introduce advanced techniques relevant
to modern cell and molecular biology. Students will gain
extensive hands-on experience with state-of-the-art
equipment for optical imaging and computerized image
analysis guided by experienced academic instructors.
Example – Course Rationale
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One of the difficult things about teaching comedy is
analyzing how exactly a phrase, a sentence, a joke is
constructed as funny. Added to this is the need to fend
off critics who say that explaining why something is
funny takes all the fun out of it. We believe that this
doesn't have to be the case, that in fact the comedy in a
text can be enhanced by an astute, tight analysis.
What to Avoid
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Vague intentions
Teaching that has a
tenuous relationship
to these intentions
Assessment that
bears little or no
relationship to either
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The above place
students in a
frustrating high stakes
guessing game
Johann Fussli, The Nightmare, 1781
2) Getting More Specific – From
Rationale to Goals and Objectives
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Goals – What the
course or institution
seeks to achieve
Learning objectives –
clear statements of
what students should
be able to do as a
result of a course of
study.
Stuart Davis, Owh! in San Pao , 1951
Where Do Objectives Come From?
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Knowledge, skills and attitudes of the
writer
Colleagues
Practitioners
Professional organizations
Students – survey and assessment
Example of Objectives
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Objectives typically:
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Knowledge
Skill
Attitude
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Describe the
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Understand
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complications of diabetes
environmental factors
that predispose children
to developing asthma
Obtain a sexual history
from a patient
Perform a thoracentesis
Demonstrate a
willingness to be critically
evaluated by peers
Introduction to Physical Oceanography
- Course Goals
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Compare and select sources of data useful for the study of important
physical variables and particular processes.
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instruments are used for measuring each variable?
is their accuracy and limitations?
historic data exists?
platforms are used? Satellites, ships, drifters, moorings.
Analyze and describe the important physical processes in the ocean.
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What
What
What
What
What are the physical properties of sea water?
What are the important thermodynamic and dynamic processes influencing
the ocean?
What equations describe the processes and how were they derived?
What approximations were used in the derivation?
Do the equations have useful solutions?
How well do the solutions describe the process?
Which processes are poorly understood? Which are well understood?
Describe the processes that govern the distribution of ocean currents,
the interaction of the ocean with the atmosphere.
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Describe how the ocean can influence weather patterns, especially El Niño.
Describe how the ocean can influence climate and cause abrupt climate
change.
Course Goals - Physics 105 - How Things Work
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To begin to see science in everyday life
To learn that science isn't frightening
To learn to think logically in order to solve problems
To develop and expand your physical intuition
To learn how things work
To begin to understand that the universe is
predictable rather than magical
• To obtain a perspective on the history of science
and technology
Knowledge Objectives
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Three main knowledge
domains
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Recall of information
Conceptual
understanding
Problem solving
Want to avoid undue
focus on only one of
these (most commonly
recall)
Sherry Chen, Virtues of Knowledge
Skills Objectives
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Usually “pass/fail”
Standards of
performance may be
hierarchical
Alternative is to
segment skills as “can
perform,” “has
observed,” or “can
interpret.”
Standard of Example of Skills
Performance
Well qualified or
very competent
Measurement
Familiar with or
competent
Interpretation
Awareness or
minimal
familiarity
Cardiac
of
BP
Assessment of JVP
of
CXR
Direct ophthalmoscopy to detect
hypertensive changes
catheterization
Pericardiocentesis
Attitude Objectives
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More difficult to
conceptualize and articulate
Less commonly used
Very important
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What is student’s attitude
toward self-directed learning?
How do students develop
attitudes about geriatric
patients?
How do students develop
attitudes about other health
care professionals?
Stuart Davis, New York Elevated , 1931
Communicating Course Goals and
Objectives
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Syllabus
Course website
Introduction of course
Letter to students
Juan Gris, The Newspaper, 1916
Course Goals and Objectives –
Best Practices
3) Selecting Appropriate Teaching
and Learning Methods
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Paradigm shifts in last 3
decades:
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From focus on instruction
-> focus on learning
From conveying facts ->
motivating student to
actively engage material
Requires balance
between instructor's
leadership and student
initiative
Thomas Eakins, Portrait of Professor W.D. Marks, 1886
Selecting Appropriate Teaching
and Learning Methods
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Methods need to reflect objectives
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Example: breath sounds
Knowledge of how breath sounds are generated
and transmitted may be addressed in lecture,
reading materials, or small groups
 Skills differentiating normal and abnormal breath
sounds can use guided audio recordings in lecture
or small groups
 Skill of listening to patient’s lungs with a
stethoscope requires clinical instruction
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Lectures
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Pro’s
Familiar
Useful for communicating
knowledge
Arguably most efficient
use of faculty time
Introduce/explain new
material
Provide pace and
framework to course
Integrate with other
teaching methods
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Con’s
Effectiveness
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Not individualized or selfdirected by learner
Retention less than active
methods
Challenging re: skills,
attitudes
Limits dialog/cross-talk
Acceptance
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Issues for adult learners –
respect for autonomy,
consideration of unique life
experiences and knowledge,
relevance, practicality
Boredom/restlessness
Optimizing Lectures –
Preparation/Organization
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Most common error is trying to teach too much
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Don’t try to work in everything Need to know learning
context (knowledge base of students, curriculum
structure)
Identify truly key elements and cover them well
Help students see forests as well as trees
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Example: if lecture covers all fungal infections, which are
most common? Most serious?
Optimizing Lectures – Presentation
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Organization (lecture/notes)
Enthusiasm, confidence, humor
Interactivity, respect
Goes beyond written materials
Has sense of difficult areas and can explain
them
Use of aids, demonstrations
Addresses relevance
Expert subject knowledge
Optimizing Lectures – Presentation
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Organization (lecture/notes)
Enthusiasm, confidence, humor
Interactivity, respect
Goes beyond written materials
Has sense of difficult areas and can explain
them
Use of aids, demonstrations
Addresses relevance
Expert subject knowledge
Small Group Activities
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Many different
definitions and
formats
Main features
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Active Participation
Face-to-face contact
Purposeful activity
Sylvia Sleigh, A.I.R. Group Portrait, 1978
Active/Interactive Learning
Techniques
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Pro’s
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Improved retention
Improved application of
knowledge
Improved
motivation/acceptance/
attendance
Acquisition of enduring
skills (incl. speaking,
reasoning, negotiation,
cooperation, leadership)
Easier to discuss/model
attitudes
Facilitates faculty and peer
mentorship of students
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Con’s
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Less familiar format
Requires significant time to
plan and start up (logistics,
stimulus material)
Require additional faculty
time (small groups must be
small enough for all to
participate: 5-8 students)
All groups are not equal
All members of a given
group are not equal
Assessment/grading issues
less straightforward
Problem Based Learning
Rusty Kallenberg, M.D.
November 2, 2006
Small Group Facilitation
Charlie Goldberg, M.D., Shawn Harrity, M.D.
March 8, 2007
Teaching Practical/Clinical Skills
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Active participation of
learner
Setting a good example
Integration of clinical and
basic science as possible
Adequate opportunities for
practice
Close observation and
feedback
Rembrandt, The Anatomy Lecture of
Dr. Nicolaes Tulp, 1632
Teaching/Learning Methods –
Best Practices
4) Assessment of Students –
UCSD Policies
503.Grading Policy - School of Medicine [En
10/29/85; Rt by Assembly 3/4/86]
(A) With the exception of courses offered in the
first quarter, which will be graded P (pass); F
(fail), the work of all students in those courses
designated by the Faculty of the School of
Medicine as constituting the Core Curriculum
and the fourth year clinical clerkships will be
reported in terms of three grades: H (honors);
P (pass); F (fail). [Am 4/25/95; Am 1/29/02]
(B) In all other courses, grades shall be reported as
either S (satisfactory) or U (unsatisfactory).
(C) No grade-points per unit shall be assigned.
Assessment of Students –
LCME Policies
Criterion-Referenced vs. NormReferenced Grading
Criterion-Referenced vs. NormReferenced Grading
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Criterion-Referenced
(absolute standard)
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Students not compared to
each other.
Based on standards of
competence or content
mastery
Necessitates determination
of the standard before the
exam
Helpful to use items of
known importance or
difficulty
Example: Those scoring
<60% fail
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Norm-Referenced
(relative standard)
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Grades determined by
looking at performance of
all students after the exam
Examples: bottom 10% of
class fail; scoring <1.2 SD
below mean fail
Criterion-Referenced vs. NormReferenced Grading
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Criterion-Referenced
(absolute standard)
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Students not compared to
each other.
Based on standards of
competence or content
mastery
Necessitates determination
of the standard before the
exam
Helpful to use items of
known importance or
difficulty
Example: Those scoring
<60% fail
Generally preferred
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Norm-Referenced
(relative standard)
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Grades determined by
looking at performance of
all students after the exam
Examples: bottom 10% of
class fail; scoring <1.2 SD
below mean fail
Formative vs. Summative
Assessments
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Formative
 Used to provide data
to learner on interim
progress and give
feedback that permits
additional
improvement
 Primarily a learning
experience
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Summative
Assessment at the
end of a course or
unit that indicates the
degree of proficiency
achieved.
Primarily an
evaluative experience
Uses and Limitations of Various
Test Formats - MCQ
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Goal: you get the
question right because
you know the answer,
you miss it if you don’t.
Advantages: computer
scoring, statistics
Disadvantages: Easier to
test factual recall than
higher level operations;
can’t test skills or
attitudes well
Johannes Vermeer, A Lady Writing, c. 1665
Case, SM, Swanson, DB.
Constructing Written Test
Questions for the Basic
and Clinical Sciences, 3rd
Edition. Philadelphia:
National Board of Medical
Examiners, 1998.
http://www.nbme.org/about/item
writing.asp
Uses and Limitations of Various
Test Formats - MCQ
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Write to choose best
answer (e.g., Case
vignette with stem
‘what is the most
likely diagnosis?”)
Avoid multiple
true/false, or
‘negative’ questions
Gerrit Dou, Man Interrupted at His Writing, 1635
Uses and Limitations of Various
Test Formats - MCQ
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Avoid technical flaws:
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Grammatical cues
Logical clues
Absolute terms (always/never)
Longer or more specific correct answer
Avoid superfluous info or ‘trick questions’
Avoid focus on minutia
Non-abordal nittering usually
involves an
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Dacklex
Grumeld
Telloid
Ustible
Non-abordal nittering usually
involves an
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Dacklex
Grumeld
Telloid
Ustible
Regrallification becomes necessary
when
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The gudges noogle
The rekob flanes trelsate, and the vosts
fail to flonce
The breg fribbles
The hooluphs elgage
Regrallification becomes necessary
when
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The gudges noogle
The rekob flanes trelsate, and the vosts
fail to flonce
The breg fribbles
The hooluphs elgage
Nuriles are trassed by yukorrhea
because
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All their obblers are sushed
Their fleepers are always tolloidable
The ning-dephle is usually runged
Their snarms are never grovid
Nuriles are trassed by yukorrhea
because
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All their obblers are sushed
Their fleepers are always tolloidable
The ning-dephle is usually runged
Their snarms are never grovid
The ustible can be used in
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Slunting
Freeping
Nittering
Grunging
The ustible can be used in
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Slunting
Freeping
Nittering
Grunging
Uses and Limitations of Various
Test Formats – Short Answer
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Can be pencil/paper or
electronic (superlist)
Eliminates cuing
Increased grading time
Requires more judgment
by grader than MCQ
format; more risk for
ambiguity.
Gerard Terborch, Officer Writing a Letter, 1671
Uses and Limitations of Various
Test Formats – Essay
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Can be open or close
ended questions
Tests skills such as
writing, reasoning, and
arguing abilities
Objective grading criteria
are challenging
Labor intensive to grade
Generally avoided unless
offers unique advantages
over other formats
Carlo Dolci, St. Matthew Writing
His Gospel, 1671
Uses and Limitations of Various
Test Formats – Miscellaneous
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Direct observation
with checklist or
rating forms
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Most useful for
skills/attitudes
Self-assessment
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More useful in
formative than
summative assessment
Annunciation and Nativity (Altarpiece of
Observation), 1470
Validity and Reliability Issues
Validity and Reliability Issues
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Validity – Does it
measure what it is
supposed to measure
(objectives)?
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Subjective judgment
Helpful to solicit input
multiple people
If validity in doubt,
huge hot button issue
for students
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Reliability – Does it
produce consistent
results?
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Reuse of banked test
items
Consistent scores on
different parts of the
test
Assessment of Students – Policies
for the Syllabus
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Evaluation should be linked to objectives, and use
appropriate methodologies
Criterion-referenced systems preferred if possible
Interim formative feedback helpful (and required by
LCME) – early and often evaluation has advantages
Grading policy in syllabus should be clear, explicit and as
simple as possible
Weighting should be in accordance with course
objectives
Avoid multiple ways to fail the course (e.g., many
noncompensatory domains)
Students need to have concerns heard
Assessment – Best Practices
5) Contact with Students
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Syllabus should outline
how and when to contact
you.
Email, office hours, or
both? Who decides?
“Approachability”
intensively scrutinized by
student before approach
is made
Role of “student liaison
committees”
Grievance procedures
Paul Gauguin, The Conversation, 1885
6) Textbooks
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Selection of a text should
be a late, not early
consideration
Selection of text is
subservient to course
objectives
Is it to be read cover to
cover, or only to answer
specific questions?
Distinguish between
required and supplemental
readings
“Just in time” vs. “Just in
case” philosophies
Vincent van Gogh, Gauguin’s Chair with Books
and Candle, 1888.
Consideration in Choosing
Textbooks
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Accuracy and currency of content
Coherence and clarity of content
Level of difficulty and interest for students
(challenging but not inappropriately difficult)
Cost
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Choose the less expensive work if it is of comparable
quality
Choose paperbacks rather than hardbacks
Limit the total cost of books for your course by
placing some works on reserve in the library
Size (heavy large texts are hard to carry)
Format and layout (ease of reading)
7) Handouts (Class Notes)
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Class notes are an
expectation at most
schools
Wide spectrum of
what is handed out
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Outline
Prose
PowerPoint handouts
Key journal articles
François Bonvin, Still Life with Book,
Papers and Inkwell, 1876
Students’ Complaints About Notes
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Lecture didn’t follow them closely enough
Lecturer followed them too closely (i.e.
read them)
Figures were unreadable or too small
Variation in style between lecturers
Tips on Notes
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Have notes ready on time
Number all pages
List “Key Concepts” and “Key Terms”
Use major and minor headings
Leave wide margins and ample space for
annotations
Appropriately annotate key figures and make
them large
Add problems (3-5, ideally case-based) at end of
text
Keep current, and reference current events and
recent advances
What About Copyright Issues?
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OGC helpful in assessing risk
ALWAYS better to seek permission when incorporating
copyrighted portions
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What is the character of the use?
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What is the nature of the work to be used?
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Wider latitude for published, factual works
How much of the work will you use?
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Nonprofit, educational > commercial
The less close to the complete work, the better
What effect would this use have on the market for the
original or for permissions if the use were widespread?
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Better if limited access, and ifit doesn’t compete with original
work
8) Other Resources
Compiling a “useful
links” library
 Video
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Animations
Skills demonstrations
Podcasting
Other
Paul Goodnight, Links and Lineage
9) Course Evaluation
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Last step of the course life cycle
Critical for improvement
What data to collect?
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Student evaluations
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Local vs. national benchmarks (GQ)
Outcomes data
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Course
Lecturer
USMLE exams
Residency success
Other
How to implement
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Sustaining improvement vs. substantive redesign?
When to infuse new blood?
Final Thoughts
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Syllabus design cannot be separated from
course design
Reflection, annual redesign, and year-round
development cycle pay major dividends in
quality of course
Role of syllabus (and policies therein) key part of
the “unwritten curriculum” – the implicit
messages continually conveyed to students
How to reach me:
[email protected]
W: 858.534.1378
Office: MTF 162A
Stuart Davis, Rapt at Rappaport's,1952