Curriculum Overview
Learning Objectives
At completion of the program, the participant will be able to:
- Develop a systematic approach to planning educational activities and programs that includes goal setting, needs assessment and the development of learning objectives, teaching methods, and evaluation.
- Apply the principles of adult learning to routinely assess the specific learning needs of individual learners or groups of learners as part of the educational process.
- Effectively orient learners to a clinical education site or educational experience.
- Develop a repertoire of teaching and supervision methods that are effective in enhancing a learner's knowledge base, clinical skills, and attitudes/behaviors.
- Teach learners effectively and efficiently in the context of delivering patient care.
- Develop and conduct instructional activities appropriate for small and large group teaching settings.
- Directly observe learners in clinical settings, using methods that efficiently assess their performance.
- With skill and tact, give frequent, behaviorally specific feedback to learners.
- Identify, assess and remediate problem learners, seeking expert help when needed.
- Develop or select valid and reliable summative evaluation methods that reflect the learning objectives of the educational activity being evaluated.
- Develop evaluation strategies to document a learner's attainment of knowledge, skills, and attitudes that fall within mandated ACGME competency domains.
- Create effective course and program evaluation tools to ensure continuous quality improvement in your educational activities.
- Lead workshops and other learning experiences for professional audiences.
- Conduct activities in educational scholarship or research that culminate in peer reviewed presentations and publications.
- Develop articles and presentations for peer review to effectively disseminate your educational products to other programs.
- Reflect upon your practice as an educator as a means of self-improvement and planning for continuing learning.
- Participate with peers in the process of mutual review and constructive feedback.
- Develop strategies to use advanced technologies that will enhance your educational effectiveness.
- Create a professional network that meets your needs for communication, feedback, and advancement.
- Participate in national activities that contribute to advancement of the greater community of educators.
Guiding Principles of the Educational Scholars Program
- Focused curriculum: 20 learning objectives related to Scholarship in Education.
- Principles of adult learning in all interactions
- Curriculum reflects identified needs of learners
- Hands-on practice of authentic tasks (scholarly project)
- Mentoring and regular feedback to help scholarly projects develop
- Developmental evaluations of real, practical educator documents
- Professional networking and peer interactions for evaluation, feedback, support and collaboration
- Dynamic, evolving learning program, shaped by needs assessments, evaluation and feedback from participants
- Serious research and evaluation of program to help build sustainable support
Curriculum in Brief
We have developed a "rolling curriculum" for our scholars, who enter into the program at different times, but are taught as a group at the PAS meeting. The core curriculum over a 3 year period includes a preparatory module, 3 live teaching sessions at PAS, and 6 self-directed intersession modules (see table below). The preparatory module and the intersession modules (ISMs) will be taught on a schedule that provides each cohort with a consistent sequence of learning activities over 3 years. The PAS sessions are designed to be useful to scholars in any sequence, and should serve as an interactive group experience for all scholars, regardless of cohort.
ESP "Rolling" Curriculum Plan |
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Preparatory Module |
Live sessions at PAS |
Intersession Modules |
| All incoming scholars will read 3 seminal articles on educational scholarship | Cohorts will receive these in any order, depending on when they join the program | These will be taught in a consistent sequence for each cohort, 2 per year per cohort |
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PAS 2009:
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Year 1 for each cohort: ISM 1A: Planning an Educational Project ISM 1B:Â Project Evaluation |
PAS 2010:
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Year 2 for each cohort: ISM 2A: Technology in Education ISM 2B: Qualitative Research |
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PAS 2011:
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Year 3 for each cohort: ISM 3A&B: Author and Reviewer Development (continuous over 6 mo) |
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Mentored Project: Self directed/Experiential learning
Individual, mentored projects lie at the heart of the ESP curriculum. Progress is monitored periodically by ESP faculty advisors. Progress reports are shared among the Scholars, to encourage frequent peer review. A scholarly product from the project must successfully pass a formal peer review process for presentation at a national meeting or publication in a journal, for Scholars to receive their Certificate of Excellence in Educational Scholarship.
Workshop Reviews at PAS
To optimize learning at the PAS meetings, Scholars review two PAS workshops yearly from a list recommended by the ESP faculty, or others related to Scholar's project topics. Scholars must thoughtfully review 6 PAS (or APPD) workshops or symposia over three years. This activity encourages critical thinking and helps participants learn the process of peer evaluation.
The Virtual Learning Platform (VLP)
On the VLP, each scholar's MyESP page allow scholars and faculty to monitoring the work status of individual scholars. Assignments and deadlines are posted on the VLP's Program Messages as well as the MyESP pages. Reading materials and discussion questions are posted to encourage networking between PAS meetings.
