MSU Shared Discovery Mark No text

Educator Involvement 033016The Shared Discovery Curriculum transforms medical education for both students and educators for the benefit of patients.  Students are routinely challenged to apply, integrate, and demonstrate what they are learning at regular points throughout the curriculum.  Learning occurs- formally using discussions, team-based learning, modified problem-based learning in small groups, and guided independent learning as well as informally through debriefing of clinical experiences, coaching and role modeling.

Educators are challenged to develop, deploy and coordinate the curriculum using new methods to integrate clinical and necessary science content.  Lectures are no longer the principal information delivery method in the College of Human Medicine Shared Discovery Curriculum (SDC).  Material is more clinically integrated across the entire curriculum.  Learning societies present a unifying infrastructure across multiple educational sites and the means for vertical integration of the curriculum across years.

The SDC is ripe with opportunity for educators to contribute.  Opportunities to participate in the Shared Discovery Curriculum are many and varied, and come with varying degrees of flexibility for breadth and depth of material as well as time for direct student contact. Select any of the details below on the different areas and associated roles identified in the graphic.

Educators teach skills and provide feedback to students, interacting with
standardized patients, simulation staff, and task trainers

  • Early Clinical, Middle Clinical, Intersession teaching
  • Epidemiology/Evidence-Based Medicine Intersession teaching
  • Advanced Clinical Skills Intersession teaching

Educators provide instruction, training and supervision to students in the following settings:

  • Precepting in the outpatient, inpatient and/or simulation setting
  • Precepting in Rotation Group setting

Large Group Methodologies Content and Formative Assessment Development
Team Based Learning, Large Group Lectures or Discussions, Large Group Necessary Science Labs

An educator is involved in one or more of the following collaborative interdisciplinary processes for each of the above methodologies

  • Identifying and/or creating resources for students and/or Academy Fellows
  • Developing application exercises for students in which they demonstrate illustrate clinical skills, knowledge and behaviors and the necessary science and bioethics relating to the week’s Chief Complaints and Concerns (C3) topic
  • Creation of the case and prompts for necessary (clinical, biological, and social) science discussion
  • Development of materials to support faculty preceptors
  • Creating questions for formative assessment

Modified Problem Based Learning Content and Formative Assessment Development
An educator is involved with preparation of the modified problem based learning materials including one or more of the following:

  • Identifying resources students will use to prepare for the discussion
  • Creation of the case and prompts for necessary science or bioethics discussion
  • Development of materials to support faculty Academy Fellows
  • Creating questions for formative assessment
  • Creation of Learning Objectives to prepare or debrief students in Large Group Activities, modified Problem Based Learning, Simulation Lab or as stand-alone independent learning content
  • Identification and vetting of intramural content (e.g. legacy content, MSU Medical Library Resources) corresponding to Learning Objectives
  • Identification and vetting of extramural content corresponding to Learning Objectives
  • Creation of new content (e.g. short on-line lectures, self-paced on-line workbook content) corresponding to Learning Objectives
  • Creation of formative assessments corresponding to Learning Objectives

Simulation Case Content and Formative Assessment Development
Educators develop simulation cases which give students clinical experience with the Chief Complaint and Concerns topic of the week and allow engagement around associated necessary science or bioethics.

Clinical Experience Curriculum Development Groups
(Early Clinical Experience, Middle Clinical Experience, Late Clinical Experience, Intersession I and II, Advanced Knowledge and Skills).

Curriculum Development Group (CDG) members, along with educators and staff colleagues, transform the end-competencies contained in the Chief Complaints and Concerns documents into the curriculum experienced by our students.  The CDGs determine the necessary resources students access, the large group, small group, laboratory and simulation experiences that constitute each week of the curriculum, as well as the formative assessments and work products required of the students.  As the curriculum continues, the Curriculum Development Groups will engage in continuous quality monitoring and improvement of the curricular efforts.

Educators are involved with one or more of the following within a given Content Development Group (CDG)

  • Develop content and instructional activities
  • Organize clinical activities
  • Build clinical and necessary science curriculum content within JIT
  • Develop lab activities
  • Plan small-group and large-group activities
  • Develop formative assessments
  • Develop administrative documentation for curricular quality control and accreditation (e.g. curriculum mapping)

The Learning Societies support learning, both formally using discussions, small group instruction and problem-based learning, as well as informally through debriefing of clinical experiences, coaching and role modeling.  While not all instruction occurs within the learning societies, these groups provide a setting for integration and continuity.  An overview of the Learning Societies and their leadership is available HERE.

Learning Society Fellows are involved in:  

  • Small Group Teaching
  • Portfolio Review and Feedback
  • Student Competence Committee Review
  • Career Mentoring
  • Direct Observation of Student Performance of SCRIPT Competencies  

Learning Society Fellows participate in preparatory and ongoing development. 
Development subjects for Learning Society Fellows include each of the roles identified above as well as:

Curriculum design, concept mapping and writing test questions
Orientation and review of the SDC Curriculum
Student performance standards and expectations
Balint-like activities to promote reflection, support and collaboration
Resources available for academic support
Adult learning styles
Leadership skills
Documenting Learning Society activities for promotion and tenure

Details on development opportunities.

The Progress Suite of Assessments enables students and their educators to verify the achievement of competence and readiness to move through the curriculum.  Educators participate in the Progress Suite of Assessments in the following ways:

Standardized Patient Encounters

  • Develop patient encounters
  • Provide expert content review of student performance of clinical skills

Post Encounter Tasks

  • Assess clinical reasoning
  • Assess necessary science in context of patient care
  • Assess safety science

Necessary Science Exam

  • Write multiple choice questions for the Necessary Science Exam

Student Portfolio

  • Develop learning opportunities
  • Develop assessment tools

Progress Clinical Skills Exam (PCSE)

The Progress Clinical Skills Examination requires students to demonstrate the ability to integrate knowledge and skills during actual performance with standardized patients.  Students proceed through multiple stations, demonstrating skills and knowledge in interactional skills, history-taking, physical exam, clinical reasoning, and the application of necessary and clinical science.  Educators are involved in the following ways:

  • PCSE Case Development
    Develop patient scenarios, standardized patient checklists, and post encounter evaluations of cases based on Chief Complaints and Concerns capstone assessments
  • PCSE Necessary Science Content Development
    Develop questions regarding the necessary science that fits with patient scenarios and post encounter evaluations based on Chief Complaints and Concerns capstone assessments
  • PCSE Case Grading
    Review recorded student media for internal validation of standardized patient checklists or questions about grades, case validity
    Grade post-encounter assignments

The curriculum is integrative across disciplines and the content is organized around documents describing patient's Chief Complaints and Concerns (C3 documents).  Students, educators and staff access these documents through JIT.  Educators work collaboratively with other clinicians, necessary science faculty, and bioethics faculty to develop this content in one or more of the following roles:

JIT Content Author

  • Create de novo content and formative assessments to support Chief Complaints and Concerns topics.

JIT Content Editor

  • Review and integrate content in multidisciplinary ways
  • Review formative assessments

JIT Content Arranger

  • Assemble intramural and extramural content and formative assessments

Simulation forms a backbone of the curriculum, enabling learners to practice, receive feedback, and hone knowledge and skills in a realistic environment.  This replaces the “see one-do one-teach one” model to enable learners to experience psychological safety and patients to receive safe care.  Educators participate in the following ways:

Clinical Skills Teaching

  • Teaching
    Teach clinical skills including interactional skills, history-taking, physical exam, and basic procedures.  Educators may collaborate with basic/social scientists for integrated teaching of clinical and necessary science
  • Feedback
    Observe as a student interviews/examines a standardized patient or performs a simulated procedure, document observations, and provide feedback to student
  • Video review and discussion
    Meet with small group of students to review recordings of simulated encounters, lead a discussion and provide feedback

Necessary Science Integration

  • Teaching
    Work cooperatively with clinical educators as students learn clinical skills that require an understanding of basic and/or social science knowledge
  • Post-encounter tasks
    After a student interviews/examines a standardized patient, he/she answers questions relating to the underlying science or social context for the educator, who poses follow-up questions and may assess the student’s answers according to a rubric
  • Small group discussions
    After a simulation activity or standardized patient encounter, educators lead a small group discussion of related science or social context

Clinical Skills Coaching  

  • Observe and provide feedback for students on interactional skills, history-taking, physical exam, and clinical reasoning
  • Observe communication skills such as oral case presentations or written progress notes and provide coaching and feedback to students
  • Interact with standardized patients who are helping students with practice activities, clarifying clinical questions or case scenarios

Questions regarding ways to be involved in any of these areas can be directed to:  SDC Questions: Educator Roles