New Resources - Supplemental Learning: Curriculum



Section contributor: Caroline Paul  


  1. Szumlas GA. Development of an office-based   curriculum of common pediatric primary care skills for residents. Acad Med. 2002 Jul;77(7):749 

This study involves an office-based curriculum of common pediatric primary care skills which was developed and piloted in a resident continuity practiceIn addition to its clinically relevant topic, this study also offers an framework of  a curriculum  based research study. It exemplifies the use of a needs assessment which then guides the content of a curriculum intervention.  Importantly, the study offers evidence of the use of controls in medical education research as part of its use of outcome measures. (PC 1, PBLI 1)  

  1. Woodard AL, Harris ZL. Employment of a needs assessment survey to shape a novel web-based pediatric rheumatology curriculum for primary care providers. Pediatr Rheumatol Online J. 2013 Jun 5; 11(1):26.doi:10. 1186. 1546-0096-11-16 

This study provides a solid example of developing sub-specialty content curriculum for primary care physicians.  It shows the use of a developed needs assessment to help guide content.  It also highlights the need for needs assessment for the purposes of faculty development. (PC 1, PBLI 1) 

  1. Iyer MS, et al. Assessing the validity evidence of an objective structured assessment tool of technical skills for neonatal lumbar punctures.  Acad emerg Med. 2013 mar; 20(3):321-4. 

This study involves the assessment of validity evidence for lumbar punctures evaluation with the use of faculty comparison of evaluation of video-taped procedures, resident survey completion regarding their experience with regards to other variables and arrival of content and process validity via expert input.  Such methods resulted in several performance domains.  The article provides an example of a rigorously developed assessment instrument not only for the core content of lumbar puncture procedural assessment but also as a model for the development of other procedural assessments in a educationally rigorous manner. (PC 1, PBLI 1) 

  1. Mookerjee S, et al.  How to develop a competency-based examination blueprint for longitudinal standardized patient clinical skills assessments. Med Teach 2013 Ul 12. 

The article describe the development of a longitudinal blueprint for clinical skills assessment in a competency-based progressive manner.   It describes how performance milestones help guide longitudinal integrated assessments and the use of individual feedback and individual learning plans for longitudinal learning. (PBLI 1) 

  1. Narayan AP, et al. An innovative process for faculty development in residency training. Teach Learn Med. 2012;24(3):248-56. Doi: 10.1080/10401334.2012.692280. 

This article describes a unique faculty development effort that trained faculty to develop and then evaluate their own curricula.  Guided experiential learning was used to promote program curricula and faculty buy-in.  The article describes outcomes measures including resident satisfaction, tracking of progress in rotation and faculty self-report. (PC 1, PBLI 1, PROF 1)