HPE poster
Curriculum Mapping Adolescence for Life Stages in Bridges Brandon Seminatore; Andrea Marmor, MD, MSEd
HEALTH PROFESSIONS EDUCATION
Department of Pediatrics, University of California, San Francisco, CA
Introduction
Table 2. Curriculum map
• 2nd year medical student course Life Stages (formerly Life Cycle) will undergo significant transition in the UCSF Bridges curriculum. • Course time restrictions and focus on blended learning are principal drivers of change.
Objectives • Compose new objectives related to adolescence for the Life Stages curriculum, while aligning against national guidelines. • Facilitate creation of new course materials. • Develop a post-implementation evaluation survey to assess efficacy of knowledge acquisition and attitude of new curriculum.
Methods • We compared objectives to Council on Medical Student Education in Pediatrics/AAP General Pediatric Clerkship Curriculum. • We collaborated with course directors in large groups to build consensus around overarching goals for the curriculum. • We met with faculty lecturers one-on-one to facilitate integration of new objectives into new course materials. Table 1. Course material overview
Life Cycle Normal Puberty Abnormal Puberty Large-group lecture Large-group lecture Intro to Adolescence Large-group lecture Abnormal Puberty Adolescent Medicine Small Group Small Group
Life Stages Normal Puberty Abnormal Puberty Online Module Large-group lecture Adolescence Intro to Adolescence Online Module Large-group lecture Adolescent Medicine Small Group
Life Cycle
Objectives
Life Stages
Norm Pub LG Abnl Pub LG Norm Pub LG Norm Pub LG Norm Pub LG Norm Pub LG Abnl Pub LG Abnl Pub SG Norm Pub LG Abnl Pub LG Abnl Pub SG Abnl Pub LG Abnl Pub SG Abnl Pub LG Abnl Pub SG Abnl Pub LG Abnl Pub SG Abnl Pub LG Abnl Pub SG Intro to Adol LG Intro to Adol LG Norm Pub LG
Mechanism & trigger of puberty onset Gonadotropins and sex steroids Distinguish adrenarche and puberty Sequence and timing of pubertal events Describe Tanner staging Assign Tanner stage
Norm Pub module Norm Pub module Norm Pub module Norm Pub module Norm Pub module
Physiologic gynecomastia in boys
Abnl Pub LG
Intro to Adol LG Intro to Adol LG Intro to Adol LG Intro to Adol LG Intro to Adol LG Adol Med SG Adol Med SG Adol Med SG Adol Med SG Adol Med SG Adol Med SG Adol Med SG
Describe ddx for delayed puberty Abnl Pub LG Describe w/u and tx of delayed puberty Abnl Pub LG Describe ddx for sexual precocity Abnl Pub LG Describe w/u and tx of sexual precocity Abnl Pub LG Determinants of morbidity & mortality Adol module Social context and environment Intro to Adol LG Pubertal timing affect on behavior Adol module Describe a HEADSS assessment Adol module Perform a HEADSS assessment Adol Med SG Early, middle and late adolescence Adol module Transitions in parent-child relationship Protective factors in adolescence Intro to Adol LG Counseling concrete v abstract thinkers Intro to Adol LG Consent and confidentiality Intro to Adol LG Assist in choosing contraception Adol Med SG Distinguish hormonal birth control Adol Med SG OCP contraindications and side effects Adol Med SG Counsel on emergency contraception Adol Med SG Age-appropriate health surveillance Adol module Adol Med SG Sports history and physical exam Adol module Adol Med SG Health risks in LGBTQ youth population Adol Med SG Sexual behavior and substance use Adol Med SG
Results • We identified various objectives that were repeatedly covered, not covered at all, or only superficially addressed. (Table 1 & 2) • In an effort to eliminate redundancy, we removed the Normal Puberty lecture and Abnormal Puberty small group. • New objectives identified included those related to HEADSS assessment and sports history and physical exam. • Objectives removed included superficially-covered objectives. It was felt they were more comprehensively covered in clinical rotations. • We assisted lecturers with outlining two new didactic-based online modules and redeveloping corresponding in-person lectures.
Conclusions • Various topics were identified that were repeatedly covered and additional topics were not covered or only superficially addressed. • We plan a post-implementation online student survey to assess student perception of knowledge acquisition and attitude regarding new learning material. • A future direction for this project would include a complete curriculum map of Life Stages.
ACKNOWLEDGEMENTS Mark Rubinstein, MD Marissa Raymond-Flesch, MD, MPH Roger Long, MD Erica Monasterio, RN, MN, FNP
HEALTH PROFESSIONS EDUCATION
Department of Pediatrics, University of California, San Francisco, CA
Introduction
Table 2. Curriculum map
• 2nd year medical student course Life Stages (formerly Life Cycle) will undergo significant transition in the UCSF Bridges curriculum. • Course time restrictions and focus on blended learning are principal drivers of change.
Objectives • Compose new objectives related to adolescence for the Life Stages curriculum, while aligning against national guidelines. • Facilitate creation of new course materials. • Develop a post-implementation evaluation survey to assess efficacy of knowledge acquisition and attitude of new curriculum.
Methods • We compared objectives to Council on Medical Student Education in Pediatrics/AAP General Pediatric Clerkship Curriculum. • We collaborated with course directors in large groups to build consensus around overarching goals for the curriculum. • We met with faculty lecturers one-on-one to facilitate integration of new objectives into new course materials. Table 1. Course material overview
Life Cycle Normal Puberty Abnormal Puberty Large-group lecture Large-group lecture Intro to Adolescence Large-group lecture Abnormal Puberty Adolescent Medicine Small Group Small Group
Life Stages Normal Puberty Abnormal Puberty Online Module Large-group lecture Adolescence Intro to Adolescence Online Module Large-group lecture Adolescent Medicine Small Group
Life Cycle
Objectives
Life Stages
Norm Pub LG Abnl Pub LG Norm Pub LG Norm Pub LG Norm Pub LG Norm Pub LG Abnl Pub LG Abnl Pub SG Norm Pub LG Abnl Pub LG Abnl Pub SG Abnl Pub LG Abnl Pub SG Abnl Pub LG Abnl Pub SG Abnl Pub LG Abnl Pub SG Abnl Pub LG Abnl Pub SG Intro to Adol LG Intro to Adol LG Norm Pub LG
Mechanism & trigger of puberty onset Gonadotropins and sex steroids Distinguish adrenarche and puberty Sequence and timing of pubertal events Describe Tanner staging Assign Tanner stage
Norm Pub module Norm Pub module Norm Pub module Norm Pub module Norm Pub module
Physiologic gynecomastia in boys
Abnl Pub LG
Intro to Adol LG Intro to Adol LG Intro to Adol LG Intro to Adol LG Intro to Adol LG Adol Med SG Adol Med SG Adol Med SG Adol Med SG Adol Med SG Adol Med SG Adol Med SG
Describe ddx for delayed puberty Abnl Pub LG Describe w/u and tx of delayed puberty Abnl Pub LG Describe ddx for sexual precocity Abnl Pub LG Describe w/u and tx of sexual precocity Abnl Pub LG Determinants of morbidity & mortality Adol module Social context and environment Intro to Adol LG Pubertal timing affect on behavior Adol module Describe a HEADSS assessment Adol module Perform a HEADSS assessment Adol Med SG Early, middle and late adolescence Adol module Transitions in parent-child relationship Protective factors in adolescence Intro to Adol LG Counseling concrete v abstract thinkers Intro to Adol LG Consent and confidentiality Intro to Adol LG Assist in choosing contraception Adol Med SG Distinguish hormonal birth control Adol Med SG OCP contraindications and side effects Adol Med SG Counsel on emergency contraception Adol Med SG Age-appropriate health surveillance Adol module Adol Med SG Sports history and physical exam Adol module Adol Med SG Health risks in LGBTQ youth population Adol Med SG Sexual behavior and substance use Adol Med SG
Results • We identified various objectives that were repeatedly covered, not covered at all, or only superficially addressed. (Table 1 & 2) • In an effort to eliminate redundancy, we removed the Normal Puberty lecture and Abnormal Puberty small group. • New objectives identified included those related to HEADSS assessment and sports history and physical exam. • Objectives removed included superficially-covered objectives. It was felt they were more comprehensively covered in clinical rotations. • We assisted lecturers with outlining two new didactic-based online modules and redeveloping corresponding in-person lectures.
Conclusions • Various topics were identified that were repeatedly covered and additional topics were not covered or only superficially addressed. • We plan a post-implementation online student survey to assess student perception of knowledge acquisition and attitude regarding new learning material. • A future direction for this project would include a complete curriculum map of Life Stages.
ACKNOWLEDGEMENTS Mark Rubinstein, MD Marissa Raymond-Flesch, MD, MPH Roger Long, MD Erica Monasterio, RN, MN, FNP
