Applying Quality Improvement Principles To Advance Faculty Development: Using Clinical CQI Tools in Program Evaluation
DMU faculty and staff.
Curriculum Design and Evaluation
Curriculum development and evaluation in the modern health sciences environment poses many challenges from the perspective of course developers. Faculty members face an ever-increasing demand to develop integrated courses that incorporate active learning and that are also matched to assessment and program evaluation criteria. To meet this demand and provide quality education programs, faculty members must have a thorough understanding of course design. The IAMSE Spring Series will cover several key topics to help course directors design courses based on carefully planned objectives and expected student outcomes, assess student performance using several types of questions, and perform detailed program evaluation to help gauge course effectiveness and promote successful quality improvement. Session 1 will explore issues related to instructional design with emphasis on creating measurable learning objectives using Blooms Taxonomy, and utilizing a backwards design approach to course development. Session 2 will focus on how to use curriculum mapping to identify content gaps and undesired redundancy within programs. The next two sessions will demonstrate how to perform post-hoc multiple choice item analysis using psychometric data and how to design effective essay questions that assess student knowledge. The final session will concentrate on methods to connect program evaluation to continuous quality improvement.
LCME has emphasized the importance of continuous quality improvement (CQI) to ensure medical schools have plans in place to meet programmatic goals and outcomes. In order to remain compliant, programs must utilize quality improvement principles, such as those used in the broader healthcare context, to evaluate and develop programming. Of particular interest to this talk, CQI must be applied to faculty professional development (LCME Element 4.5) and in giving feedback to faculty (Element 4.4). Inspired by the 2015 Institute for Healthcare Improvement Open School Chapter Congress, this presentation will use a rapid fire Plan-Do-Study-Act (PDSA) format to demonstrate progress made with two essential faculty development programs, Resident as Teacher and an Active Learning series, at the University of Central Florida College of Medicine. Participants will explore the types of data that were utilized to make decisions and changes in the faculty development programs while developing an understanding of the principles that drive CQI.
Andrea Berry holds a Master’s degree in Public and Nonprofit Administration and majored in Health Sciences and Administration for her undergraduate degree. She has worked in medical education for over 15 years and has a strong perspective of both the student and faculty experience. Her background and expertise in work-based learning and assessment and program evaluation has allowed Ms. Berry to apply quality improvement principles to her work in faculty development in order to provide relevant and transformative opportunities for the faculty she serves.
As the director of faculty development and instructor in medical education, Ms. Berry has had the opportunity to work side-by-side with faculty as they design and deliver the innovative curriculum and assessment programs. She is particularly interested in the clinical curriculum and has created several regionally recognized programs designed to support physicians in their medical education roles. She serves as a faculty advisor for the Institute for Healthcare Improvement Open School Chapter at UCF and is a member of the AAMC Medical Education Scholarship, Research and Evaluation (MESRE) Faculty Development Committee and Program Evaluation and Faculty Development Special Interest Groups.
Julie is an instructional designer with 17 years of experience in public school, higher education and medical education. She has 5 years of experience in working with the LCME and SACS accreditation process. As a doctoral candidate in the Instructional Design and Technology program at Old Dominion University, Julie’s research involves integrating technology into medical education.
Don Robison, PhD
Dr. Robison is an instructional designer with 26 years of experience in analysis, design, development and evaluation of learning experiences. He holds a graduate certificate in Modeling and Simulation. Don has designed individual courses, broad curricula, as well as an enterprise distance learning system. He is currently a lead instructional designer in Eastern Virginia Medical School’s MD Program curriculum reform effort.
- 1.00 CE Contact Hours