Workshop C

TAMING COMPETENCIES, MILESTONES AND EPAS: APPLYING A NOVEL E-TOOL FOR DEVELOPING MEASURABLE OBJECTIVES

Presenters:  Jeffrey Markuns, MD, EdM & Laura Goldman, MD,

Department of Family Medicine, BUSM

TARGET AUDIENCE : All involved in curriculum development, especially faculty and program directors and coordinators

RATIONALE

Have you or your program struggled with the application of competencies, milestones or EPAs?  Are you seeking a simple and rational approach to competency-based education that will still meet both your local needs and mandatory national health sciences educational requirements?

Over time, we have created and refined an electronic tool to assist faculty in developing essential skills in writing learning objectives, applying complementary teaching methods and determining appropriate student and program evaluations.  This tool is based on core behaviorally-based curriculum principles, using a “WHO, WHAT, HOW, HOW MUCH” model coupled with job aids such as educational word banks and drop down menu choices to accomplish these tasks.

We have used iterative versions of the tool in multiple settings, including with our own BU residency faculty and in our work in Cambodia and Myanmar as a valuable means to engage faculty in a faculty development process to both update skills and produce curricula.  In this workshop, we will provide participants with the tool and demonstrate how to use it.  Participants may then use their own ideas to write specific competency-based objectives linked to optimally effective teaching and evaluation methods, and provide feedback on the tool and it’s potential for use in their own settings.

LEARNING OBJECTIVES

On completion of this session the participants should be able to:

  1. Describe the “WHO, WHAT, HOW, HOW MUCH” model for instructional design within the context of an electronic tool for curriculum development
  2. Apply this instructional design model to develop competency-based learning objectives linked to optimally effective teaching and evaluation methods
  3. Explain and disseminate the practical use of this tool for program development to others in their own program and elsewhere

INTRODUCTION AND SKILLS REVIEW:

  • 5 min – Introduction (and participant introductions depending on attendance)
  • 5 min – Review of the need for and challenges of competency-based health sciences education
  • 5 min – Icebreaker discussion among group on the challenges in implementation for their own work in curriculum development
  • 10 min – Review of core instructional design model associated with behaviorally-based curriculum development and the electronic tool
  • 15 min – In-depth review and demonstration of the associated e-tool for curriculum development

STEP-WISE APPLICATION OF THE E-TOOL:

STEP 1:

  • 10 min – Small group and individual work on preparing a competency-based objective
  • 10 min – Group review and peer feedback on prepared objectives

STEP 2:

  • 10 min – Small group and individual work on choosing and applying optimal teaching and evaluation methods
  • 10 min – Group review and peer feedback on teaching methods and evaluation

CONCLUSION:

  • 10 min – Method review, Q&A, wrap up

REFERENCES

  1. The Systematic Design of Instruction.  Dick, W.  Carey, L.  Carey, J.O.   8th Ed.  2014.
  2. “Taxonomy of Educational Objectives: Handbook I – Cognitive Domain”, Bloom,B. (ed.), Engelhart, M., Furst, E., Hill, W. & Krathwohl, D.,  Longman, New York, 1986
  3. Toolbox of Assessment Methods.  ACGME/ABMS Joint Initiative, 2000.
  4. Nuts and Bolts of EPAs. Cate, O.T. Journal of GME 2013.
  5. Yhe Family Medicine Milestone Project.  A Joint Initiative of the ACGME and the ABFM.  October 2015