October 2017 Table of Contents



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LInC Course and Clerkship Leadership Guide


October 2017

Table of Contents

Welcome!.................................................................................................3

Attend the LInC Leadership Meetings ………………………………………………….3

Attendance at Curriculum Committee meetings

Annual curriculum retreats and targeted course and clerkship leader mini-retreats

Meetings with Department Chairs


Receive Your Course Feedback and Review………………………………………….4

Course feedback groups with students

FOM1 and FOM2 course leader meetings with student course representatives Internal course quality improvement review

Periodic Course/Clerkship Review

Feedback to Faculty
Your Course To-Do List………………………………………………………………………...6

How to Prepare an Existing Course?

Update your schedule

Academic Curriculum Calendar

Review learning objectives, instructional strategies, and assessment methods

FOM1 and FOM2 outreach for teaching assistants

Advance standing process

Update course website

Update curriculum database information



How to Develop a New Course? …………………………………………………………………….…8

Best practices for course materials

Accreditation standards

Integrating classroom technology into the course

Technology lending program

Course schedule development

Academic curriculum calendar

Course Blackboard Learn site

Course Availability in Blackboard Learn
How to Prepare Your Exams? …………………………………………………………………13

Exam/Assessment structure

Pre-exam reviews for students

Post-exam review for students

Exams in courses with block structure

Additional non-scanned exam items

Missed exams

Exam scoring and reporting

Uploading student exam scores to Gradebook in PeopleSoft database

Training opportunities via IREA


What You Need to Know about Grading? ……………………………………………….16

Key Student Affairs policies and definitions

Additional grade components not scanned and part of exam grade

Uploading final course grades to PeopleSoft

Reporting grades to students

Determination and changes to grades

Remediation

Mentor Connections

Basic and Clinical Science Academic Evaluation Boards (BSAEB/CSAEB)
Your Educational Resources

Office of Undergraduate Medical Education (OUME) ……………………………………………….19

Institutional Research, Evaluation, & Assessment (IREA) ………………………………………..20



Office of Student Affairs …………………………………………………………………………………………20

Lamar Soutter Library …………………………………………………………………………………………….21

Academic Technology and Curriculum Innovation (ATCI)…………………………………………21

Welcome!

This Orientation and Reference guide is designed to provide basic information to you as course and clerkship leaders, with links to more detailed resources. The creation of this guide has been a collaborative effort among the Offices of Undergraduate Medical Education (OUME), Institutional Research, Evaluation and Assessment (IREA) and Academic Technology and Curriculum Innovation (ACTI) (formerly Academic Computing Services (ACS)). It is organized by course and clerkship development topics.

Your LInC Leadership Meetings

Attendance at Curriculum Committee meetings: Meetings provide a venue for course and clerkship leaders to share ideas, problem-solve, receive faculty development, discuss policy, plan calendars, present and provide peer review on course and clerkship reviews, learn of new initiatives, etc. and are thus are critical to the co-leadership role. Invitations are extended to all course co-leaders for each meeting, and all are encouraged to attend, though responsibilities may be shared to ensure each course is represented. (monthly) See https://inside.umassmed.edu/committees/Committees/ for a listing of curriculum committees.




Annual UMMS EPC curriculum retreats, and targeted course and clerkship leader mini-retreats: Retreats serve as a mechanism for deeper review of topics covered in curriculum committees and to work across courses, curriculum years, schools and disciplines; expectation is that course leaders will make every effort to attend. (2-3 times per year) Check out the 2017 EPC retreat.
Meetings with Department Chairs: Course and clerkship co-leaders should meet at least annually with the chairs of the departments who sponsor their courses to review course evaluation reports, student feedback, faculty performance, course administration issues and plans for change in subsequent years. Chairs should be kept aware of course progress and issues throughout course delivery as necessary. In case of clerkships, Chairs should be appraised of both clerkship-specific and coordinated thematic section issues.

Your Course Feedback and Reviews

Course feedback groups with students: These voluntary sessions occur with a small group of students at the request of course leaders. They provide an opportunity for direct discussion and sharing of ideas with a subset of students in real time and on a deeper level than via course evaluations. Most co-leaders formulate 3-4 questions of interest relevant to their course and then facilitate student discussion and encourage constructive feedback by the group. For example: “Students from last year told us X and this year we did Y. What did you think?” Groups are scheduled by Maria Paz Torres Gutierrez, (508) 856-5642, Maria.TorresGutierrez@umassmed.edu in the OUME at the course leader’s requested times.



FOM1 and FOM2 course leader meetings with student course representatives: Each course is assigned one primary (and perhaps secondary) student representative from the group of student curriculum committee representatives who meets with course leaders to discuss issues of concern to students or faculty, serve as liaison between the class and the course leaders, meets with course leaders after course evaluation to prepare the internal course review and attended curriculum committee meetings as the student voice. Student Curriculum Committee representatives are named annually by the SOM Student Body Committee (SBC). (varies depending on course length, meetings occur during course and after course evaluations are received.)
Internal course quality improvement review: Required, structured annual review created in collaboration with student course representatives and presented to curriculum committee. The review incorporates a curriculum database review and follows a specific format. The final review is posted on the EPC website providing broad access to the institutional community. (every year) internal course review form
Periodic Course/Clerkship Review: Periodic meetings with Associate Dean of UME and Institutional Research, Evaluation and Assessment (IREA) if requested by course leaders in order to review student feedback, performance and assessment, plan feedback to teaching faculty, feed-forward to other courses and students and course planning for the following year. (scheduled on request)
Feedback to Faculty: Course and clerkship leaders are responsible for providing faculty with feedback regarding their own performance or course materials in order to promote ongoing course improvement. Faculty can assess their own evaluation data in E*Value. Course leaders and administrators also access end of block or course evaluations. In addition, many course and clerkship leaders observe faculty teaching, particularly when they are new to the course (this can be done in real-time or through viewing lecture capture). Each of these provides an opportunity to offer specific feedback and reinforce expectation with faculty.
Faculty who self-identify, or are identified by course leaders or chairs as needed development can receive assistance from course leaders, the OUME or office of Faculty Affairs. The Senior Associate Dean for Educational Affairs and Associate Dean for Undergraduate Education (ADUME) receive copies of all course and clerkship evaluations after the course leaders and their Department Chairs. They may reach out to course leaders or individual faculty to discuss feedback or support on going course improvement.
Curriculum committees also review relevant evaluation data and policies annually. These vary by committee priorities and needs.

Your Course To-Do List

How to Prepare an Existing Course?

Update/Maintain course schedule: Each year the OUME collaborates with course leaders to update or maintain the annual course schedule based on the prior schedules recorded in the curriculum calendar. CCE and AS curriculum committee chairs manage the process of annual schedule development in coordination with the Office of Student Affairs.
Academic Curriculum Calendar:

Creating the high-level curriculum schedule annually is the work of the EPC through its curriculum committees and drafts are formally submitted by their chairs. In creating the schedule, the Chairs of FOM1, FOM2, CCE and AS curriculum committees work in appropriate consultation with the offices of student affairs (Justine Ashley) and OUME (Carly Eressy), and one another across all four years. Annual schedule development follows a list of guidelines related to holidays, exams, and other course considerations to decrease inter and intra-year schedule conflicts and to meet registrar and financial aid requirements. Calendars can also change to accommodate mutual requests by course leaders, or in support of curriculum change as recommended by the EPC or its curriculum committees. The responsibility for determination of calendar dates are available at: Curriculum Dates and Planning Responsibilities 2012. Once completed, dates are shared with the Offices of Undergraduate Medical Education and Student Affairs (OSA) for finalization. After finalization, they must be sent to the Registrar and Financial Aid Offices for confirmation and posting. Academic calendars are posted on the Office of Student Affairs (OSA) website.

Contacts: Justine Ashley (OSA), Justin.Ashley@umassmed.edu , 508-856-3789

Carly Eressy (OUME), Carly.Eressy@umassmed.edu , 508-856-5694

Special Note: Remember to share with the Registrar and Director of Financial Aid January 15th of the prior academic year: Semester start/stop dates

December 15th of the prior academic year: Room requests
Review your learning objectives, instructional strategies, and assessment methods:

In 2017 AY, we are getting ready to move our curriculum database from e*Value over to OASIS (Online Access to Student Information and Scheduling). So now is a good time to review any existing course materials and check that the learning objectives use active verbs and the instructional strategies and assessment methods use the MedBiquitous terminology. This will assist in generating course reports for the LCME. Both PeopleSoft and Blackboard Learn link into OASIS. Contact: Carly Eressy, Carly.Eressy@umassmed.edu, 508.856.5694


Writing Learning Objectives: Review your course and session learning objectives to make sure that the objectives include active verbs . Avoid the use of the verbs that are open to interpretation and difficult to measure in assessments such as know, learn, appreciate, be familiar with, understand, be aware of, and demonstrate understanding. Contact: Gail March Cohen, PhD., Assistant Dean for Undergraduate Medical Education Curriculum, Gail.MarchCohen@umasssmed.edu, 508-856-5641
Describing LCME instructional strategies and assessment methods: The medical school accreditation organization, the Liaison Committee on Medical Education (LCME) and the AAMC Curriculum Inventory, applies the Medbiquitous terminology for instructional strategies and assessment methods. Please use this terminology when describing your instructional strategies and assessment methods.


FOM1 and FOM2 outreach for teaching assistants: Some courses benefit from student TA’s. A sample information and recruitment letter is available here Sample Application Letter to Recruit TA Student. A letter should be sent to the ADSA acknowledging student efforts as TA’s for inclusion in MSPE with cc to Assistant Dean for curriculum, Gail March Cohen, PhD., Gail.MarchCohen@umassmed.edu .



Requests for advance standing process for FOM students should be directed to the Associate Dean for Undergraduate Medical Education, Melissa Fischer Melissa.Fischer@umassmed.edu , and follow these Advanced Standing Guidelines from 2011.

Update course website: Each course and clerkship has a website on the learning management system (LMS) Blackboard Learn (Bb Learn). Any changes to the course information and materials are loaded onto the LMS by the course administrator. Each website uses a standard UMASS template to provide a consistent framework for students across courses. The template may not be altered.
At the initial start-up of each course (start-up and ongoing requests), the OUME will ask course leaders to:

  • Provide a list of faculty and staff who should have access to their own Bb Learn course website

  • Grant access to faculty from other courses to promote coordination and collaboration

Request after the initial one time course list, a Bb Learn form to add or remove faculty and staff by contacting Carly Eressy (OUME), Carly.Eressy@umassmed.edu, (508) 856-5642 (access takes about 3 business days)

  • Ask other course directors for permission for your faculty to access other Bb course sites


How to Develop a New Course?

Course Development: The Course Co-leaders are responsible to---



  • Recruit faculty to teach, create, update and share key course elements such as objectives, teaching methods, requirements regarding course materials and teaching expectations

  • Request specific faculty development sessions from the OUME to support and improve faculty teaching

  • Review course expectations and objectives

  • Oversee faculty material, provide feedback regarding clarity, format, scope and appropriateness of content with a goal of consistency of format and coordination of topics to support student learning

  • Work with the OUME to build and maintain materials and databases required for curriculum management and accreditation

  • Consult with faculty to promote best practices in material development (see below) such as materials being available in advance of class; inclusion of specific objectives, summary slides, key points, reflective questions to promote understanding and self-assessment; slide labeling with faculty members' last name, course abbreviation and year as a footer; development of exercises or questions for formative a summative student performance assessment.


FOM1 and FOM2 Preparation and Consolidation Time: In addition to course session hours, course leaders are allotted time “out of class” that can be used to assign students self-directed work that relates to an upcoming class session (preparation) or reinforces concepts after class sessions have occurred (consolidation). This time is allotted in 1 hour segments (maximum 2 hours per day, 10 hours per week across all courses) and often includes a brief formative assessment to allow students to gauge their mastery of the material. Use of all preparation and consolidation time by course leaders is optional. Preparation and consolidation time augment classroom learning and do not replace student homework or study time.
For FOM1 and FOM2 courses, slides and materials should be posted in the learning management system at least 5 days in advance of class.
Guidelines can be found: Preparation and Consolidation Guidelines

‘Best practice’ examples can be accessed at: Examples of Preparation and Consolidation Assignments



FOM1 and FOM2 outreach for teaching assistants: Some courses benefit from student TA’s. A sample information and recruitment letter is available here Sample Application Letter to Recruit TA Student. A letter should be sent to the ADSA acknowledging student efforts as TA’s for inclusion in MSPE with cc to Assistant Dean for curriculum, Gail March Cohen, PhD., Gail.MarchCohen@umassmed.edu .



FOM1 and FOM 2 Lecture Capture and Audio Podcasting Capture: a video camera icon on the intranet calendar indicates that a session will be recorded using video capture for student viewing through the learning management system (LMS). Faculty will need to contact the UMMS Help Desk for assistance to change the default opt in and opt out for their sessions. Video capture is meant as an adjunct to the curriculum.
“Opt out” options:

  • sessions are recorded and posted as video files by default unless faculty 'opt out' which is most commonly done if patients will be part of the session and do not wish to be recorded.

  • The lecture capture system also records and posts audio podcasts of all sessions by default unless faculty choose to ‘opt out’.

“Opt in options:

  • If faculty would like to have sessions captured in audio AND video using podcast format, they must ‘opt in’ for the VIDEO podcasting option.

  • If the system fails, course leaders may request posting of similar sessions from the prior year by contacting AV through the UMMS Help Desk. AV detects the problem (or is informed by others). Information Services (IS) contacts the course leader and administrator to either:

    • Say they have a similarly titled lecture video from last year; or

    • Ask if there was a similar lecture the prior year.

    • Course leader or administrator confirms it is ok to post the prior version with the individual faculty member. Course leader or administrator asks IS to post.


HIPAA requirement– Obtaining consent from patients to be photographed or videotaped for educational purposes. Bringing patients into the classroom, or using their images, histories or data to help educate our students are powerful ways to reinforce clinical relevance and our UMMS competencies in our teaching. Please be aware that in order to protect patient confidentiality:

  • All personally identifiable information regarding patients should be carefully removed from data, images or any patient-specific materials before sharing with students

  • Patients who agree to be photographed or videotaped, even by our standard lecture capture system, must complete a specific consent form in advance. Verification of this consent is the course leader’s responsibility. This form can be accessed at: Consent to Participation Photography and Publication.


Best practices for course materials: In order to support your teaching, the OUME offers faculty development and shares resources and best practices for large and small group teaching with course leaders and faculty. Please contact us if you are interested in specific topics.

Contact: Gail March Cohen, PhD., Assistant Dean for Undergraduate Medical Education Curriculum, Gail.MarchCohen@umasssmed.edu, 508-856-5641.


Best practices for developing new course materials include:

  • Write clear and specific learning objectives using active verbs

  • Describe your instructional strategies using Medbiquitous terminology

  • Base your assessment methods on measuring achievement of the learning objectives

  • Create lecture slides with plain backgrounds (no patterns or photos) and use contrasting backgrounds and fonts (e.g., black font on yellow or pastel backgrounds, OR yellow/white font on blue background). Plain white backgrounds are too glary on the eyes.

    • Include a title for each slide

    • Limit text on the slides to the “Joy of Six” – 6 words per line, 6 lines per slide

    • Simplify charts, figures and tables to show only the information you want your students to learn

    • Cite sources in 12pt font at bottom

    • Add UMassMed logo to lower right corner View>Master Slide>copy and paste

    • Begin with learning objectives and end with summary slide that answers the learning objectives
  • Adhere to best practices in large and small group materials development Student Perspectives on Effective Teaching


  • Save all course materials as a pdf (including lecture slides) to upload to Blackboard Learn (Bb L) for student annotation and archiving

  • Submit educational materials to administrators 5 days in advance to allow timely upload and review by students (if possible materials should not be edited after upload as many students download and annotate materials prior to course sessions)

  • Communicate changes in materials to students by email or before class when these changes are necessary


More information is available on the OUME website at: http://www.umassmed.edu/oume/faculty- resources/
Accreditation standards: The Liaison Committee on Medical Education (LCME) accredits the medical school and the next UMMS review is 2020. The curriculum data from 2018-2020 will be collected and reported to the LCME. This is a valuable opportunity for curriculum quality assurance and improvement. When writing your course and course materials, consider the LCME elements. More information is available on the UMMS LCME Accreditation Institutional Self-study website at: https://www.umassmed.edu/lcme/accreditation-faq/
Integrating classroom technology into the course: The Academic Technology team offers schedules and individual consultations to support the suite of applications listed on this website

https://www.umassmed.edu/it/services/Academic-Technology-and-Curriculum-Innovation/ . These applications are tools to enhance the delivery of teaching and learning. Contact for more information AcademicComputingServices@umassmed.edu .


Technology lending program: The OUME has a number of laptops (both PC and Mac platform) and software available to faculty to support your curriculum design. These can be checked out from the OUME by contacting Kathy Moylan at kathy.moylan@umassmed.edu or 508-856-5643. Current software includes:

    • Camtasia Studio V7 for MAC

    • Adobe Presenter 7

    • Adobe Acrobat X Suite

    • Adobe Acrobat 9 Pro

    • Adobe Acrobat 9 Pro Extended Suite 10

    • Articulate Studio 09 (Presenter 09 Quizmaker, Engage, Video Encoder)

    • Echo 360 recording software


Course schedule development: Each year the OUME collaborates with course leaders to develop the annual course schedule. The CCE and AS curriculum committee chairs manage the process of schedule development annually in coordination with the Office of Student Affairs. This is based on prior schedules.
Online Curriculum calendar: The online curriculum calendar is housed on the intranet at Intranet Curriculum Calendar; this is the official schedule of all course sessions for FOM1 and FOM2 with notation regarding 'prep/consolidation time'. A 'special events' calendar notes optional sessions and school-wide events. Academic calendars are posted on the OSA website.
Course Learning Management System, Blackboard Learn (Bb Learn): Each course and clerkship has a website on the learning management system (LMS Blackboard Learn (Bb Learn). All course information and materials are loaded onto the LMS by the course administrator. Each website uses a standard UMASS template to provide a consistent framework for students across courses. The template may not be altered. Follow self-directed tutorials: https://www.umassmed.edu/it/services/Academic-Technology-and-Curriculum-Innovation/blackboard-learn/


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