Longitudinal Programs

Longitudinal Programs in Teaching Skills and Curriculum Development

Longitudinal programs provide the opportunity to reflect on teaching, practice skills and learn the process of curriculum development in a supportive and collaborative learning environment.

• Teaching Skills
• Curriculum Development 

A. TEACHING SKILLS
(Rachel Levine and Leah Wolfe, Co-Directors)

Part I:  Fifteen consecutive Thursdays, 8:30 a.m. to noon
            September 12 - December 19, 2013 (prerequisite for Part II)

Part II: Ten consecutive Thursdays, 8:30 a.m. to noon
             February 13 - April 17, 2014

Part I:  Core Concepts and Skills

Educational Objectives
After attending this activity, participants will demonstrate the ability to describe and apply skills related to the following content areas:

• Building a Learning Community: Strategies for Learning and Facilitating and Skills of Dialogue
• Enhancing Professional-Personal Balance
• Providing Effective Feedback
• Small Group Meetings for Learning and/or Decision-Making: Optimizing Decision-Making and Implementing the Stages of Small Group Meetings and Facilitation Participation
• Relationship-Centeredness in the Learning Environment (teaching in the outpatient setting, one-on-one precepting, precepting in the presence of the patient, role-modeling for effective teaching)
• Building a Successful Career as a Scholarly Educator
• Presentation Skills
• Developing Scholarly Quality Improvement Projects

Recurrent Themes

• Personal awareness and growth, self-observation and monitoring
• Developing a personal teaching philosophy statement
• Professionalism and the ‘hidden’ and ‘informal’ curricula
• Being an effective role model
• Multicultural application of concepts
• Balancing professional and personal demands

Part II:  Advanced Concepts and Application
Participants in Teaching Skills Part II have the opportunity to synthesize and deepen their understanding of concepts learned in TS I as well as explore new content. Participants determine the focus for TS II by prioritizing content areas for review.

Educational Objectives
After attending this activity, participants will demonstrate the ability to describe and apply skills related to the following content areas:

• Learner motivation and empowerment
• Leadership and management
• Cultural awareness
• Conflict management
• Formalized brainstorming
• Facilitating small group learning

Learning Methods
Participants work in small, interdisciplinary groups with highly-trained faculty facilitators in a supportive, stimulating and collegial environment. Participants play a vital and active role in their own learning by identifying learning needs, developing learning plans, regularly assessing their progress and applying learnings to daily experiences. Facilitators and members of the small groups quickly become important resources for each other's learning, while employing such methods as didactic presentations and demonstrations, reading, discussion, personal reflection, writing and storytelling, observation and feedback (audio and videotape review), and skills practice (role play with co-learners, application at one's work setting).
 

B. CURRICULUM DEVELOPMENT
(David E. Kern, Director)

Wednesdays, 8 a.m. to noon 
September 4, 2013 - June 25, 2014

Course Objectives
By the end of this activity, the participant will demonstrate the ability to:

• Describe and apply the knowledge, attitudes, and skills necessary to effectively design, implement, and evaluate a curriculum.
• Design, pilot and formulate plans for the implementation of a curriculum in medical education relevant to the needs of their own institution as well as to their own professional career(s).
• Demonstrate the skills necessary for presenting and disseminating their work to the academic community.

Learning Methods
Participants identify a curricular project that is both important and possible to implement in their clinical or academic setting. Groups of two to five participants develop and implement curricula. Each group meets regularly with a highly-trained, committed faculty facilitator, who provides written feedback after each session on material submitted by the group. Small group work is supplemented by work-in-progress, didactic and experimental learning sessions with the total group. Individuals pilot their curricula and present plans for full implementation by the end of the program.