Goals & Measurable Objectives
Purpose: Translate the needs into clear learning outcomes. Task: Write broad goals (overall purpose of the curriculum). Write specific, measurable learning objectives using frameworks like Bloom’s Taxonomy. Ensure objectives align with identified needs and expected competencies. Example Goal: Improve residents’ confidence and skill in initiating palliative care discussions. Example Objective: By the end of the simulation, residents will be able to use empathetic phrasing to discuss prognosis and align care with patient goals. Key question: What should learners know or be able to do by the end?
Problem Identification & General Needs Assessment
Purpose: Define why a new or revised curriculum is needed. Task: Identify the problem or gap between current practice and ideal performance. Look at broad, system-level needs such as professional standards, patient safety issues, national competencies, accreditation requirements, etc. Example: Residents struggle with delivering bad news effectively. A gap exists between desired and current communication skills. Key question: What problem are we trying to solve, and why does it matter?
Targeted Needs Assessment
Purpose: Focus on the specific learners and local context. Task: Identify who the learners are (e.g., residents, nurses, interprofessional teams). Gather data about their current skills, attitudes, and experiences through surveys, interviews, or observations. Consider contextual factors such as resources, time, institutional culture, and patient population. Example: Assess what your residents already know about palliative communication and what challenges they face in real encounters. Key question: What exactly do our learners need, here and now?
Educational Strategies
Purpose: Determine how the learning will happen. Task: Choose methods (simulation, small-group discussion, e-learning, role-play, etc.) that best fit your objectives. Blend teaching modalities for engagement and retention (experiential, reflective, didactic). Ensure strategies fit the adult learning principles, such as relevance, experience-based, and problem-centered. Example: Use a standardized patient simulation to practice delivering bad news, followed by a debrief for reflection. Key question: What teaching methods will most effectively achieve our objectives?
Implementation
Purpose: Put the plan into action. Task: Develop an implementation plan: timeline, facilitators, location, materials, and scheduling. Pilot test the curriculum and adjust based on feedback. Address potential barriers (time constraints, faculty training, institutional support). Example: Schedule simulation sessions in the center, train facilitators in structured debriefing, and coordinate interprofessional participation. Key question: What steps, resources, and supports are needed to make this happen smoothly?
Evaluation & Feedback
Purpose: Determine if the curriculum was effective and how to improve it. Task: Assess learner outcomes (knowledge, skills, attitudes). Gather program evaluation data (satisfaction, implementation success, impact on patient care). Use both formative (ongoing) and summative (final) evaluations. Revise and refine the curriculum iteratively. Example: Use pre/post surveys, OSCE ratings, and faculty feedback to assess communication improvements and inform next year’s revision. Key question: Did it work and how can we make it better?
M0: Kern's 6 Steps
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Transcript
Goals & Measurable Objectives
Purpose: Translate the needs into clear learning outcomes. Task: Write broad goals (overall purpose of the curriculum). Write specific, measurable learning objectives using frameworks like Bloom’s Taxonomy. Ensure objectives align with identified needs and expected competencies. Example Goal: Improve residents’ confidence and skill in initiating palliative care discussions. Example Objective: By the end of the simulation, residents will be able to use empathetic phrasing to discuss prognosis and align care with patient goals. Key question: What should learners know or be able to do by the end?
Problem Identification & General Needs Assessment
Purpose: Define why a new or revised curriculum is needed. Task: Identify the problem or gap between current practice and ideal performance. Look at broad, system-level needs such as professional standards, patient safety issues, national competencies, accreditation requirements, etc. Example: Residents struggle with delivering bad news effectively. A gap exists between desired and current communication skills. Key question: What problem are we trying to solve, and why does it matter?
Targeted Needs Assessment
Purpose: Focus on the specific learners and local context. Task: Identify who the learners are (e.g., residents, nurses, interprofessional teams). Gather data about their current skills, attitudes, and experiences through surveys, interviews, or observations. Consider contextual factors such as resources, time, institutional culture, and patient population. Example: Assess what your residents already know about palliative communication and what challenges they face in real encounters. Key question: What exactly do our learners need, here and now?
Educational Strategies
Purpose: Determine how the learning will happen. Task: Choose methods (simulation, small-group discussion, e-learning, role-play, etc.) that best fit your objectives. Blend teaching modalities for engagement and retention (experiential, reflective, didactic). Ensure strategies fit the adult learning principles, such as relevance, experience-based, and problem-centered. Example: Use a standardized patient simulation to practice delivering bad news, followed by a debrief for reflection. Key question: What teaching methods will most effectively achieve our objectives?
Implementation
Purpose: Put the plan into action. Task: Develop an implementation plan: timeline, facilitators, location, materials, and scheduling. Pilot test the curriculum and adjust based on feedback. Address potential barriers (time constraints, faculty training, institutional support). Example: Schedule simulation sessions in the center, train facilitators in structured debriefing, and coordinate interprofessional participation. Key question: What steps, resources, and supports are needed to make this happen smoothly?
Evaluation & Feedback
Purpose: Determine if the curriculum was effective and how to improve it. Task: Assess learner outcomes (knowledge, skills, attitudes). Gather program evaluation data (satisfaction, implementation success, impact on patient care). Use both formative (ongoing) and summative (final) evaluations. Revise and refine the curriculum iteratively. Example: Use pre/post surveys, OSCE ratings, and faculty feedback to assess communication improvements and inform next year’s revision. Key question: Did it work and how can we make it better?