We published our most recent deliverable this week: Developing, implementing, and disseminating an adaptive clinical reasoning curriculum for healthcare students and educators.
The goal of this deliverable was to provide our curricular framework with teaching/ assessment methods for the student curriculum and the train-the-trainer course.
Having already established our initial needs assessment and definition of goals and objectives (Deliverable 2.1), we have reached the exciting point of providing educational strategies in terms of a curriculum framework for clinical reasoning. We followed the constructive alignment theory to ensure an optimal alignment of learning objectives, teaching, and assessment. We have employed a theme-based approach. We plan to continue using a blended-learning format to help ensure flexibility for our learners while also utilizing an optimal match of teaching and assessment.
Blended learning combines online activities, such as virtual patients and interactive videos, with face-to-face methods such as bedside teaching. We aim for our courses to have the learner at the centre, meaning that the student is actively engaged in their learning. In this set up, the teacher is more to support and facilitate learning.
Some of our biggest wins in this work package have been:
- Defining 35 general learning objectives in D2.1 and aligned them in 14 themes/ categories to describe the DID-ACT student curriculum and the train-the-trainer course.
- We have defined four different learner levels: Novice, Intermediate, Advanced, and Teacher.
- Our list of suitable learning and assessment methods that align with our previously defined categories.
- A breakdown of our teaching and learning assessment strategies for clinical reasoning clearly defined.
- Overarching curricular outline for the categories, theories, errors, and aspects of patient participation related to the clinical reasoning process. These outlines include the specific learning objectives, teaching and learning activities, as well as assessments, both summative and formative, for our courses.
Our most recent deliverable is a big step as it establishes the framework for the next steps in our curriculum development process. Our team is both multi-professional international; thereby reflecting the needs of the different health profession curricula and curricular formats of the partner schools. Due to the current COVID-19 pandemic, we could not organize as originally planned in a face-to-face meeting to discuss the framework. However, we were able to organize the work in small groups across professions and contexts who worked asynchronously and met online according to their needs. In addition, we held a series of online meetings to discuss specific aspects and make decisions in consensus.
Read more about the deliverable in detail here.
What’s next? Coming later in December 2020 will be our “Collection of available Open Educational Resources (OER)”, “Publication of recommendations for learning objectives of a clinical reasoning curriculum”, and our “Set of evaluation and analysis tools”
You can keep track of what is upcoming in the project on our Results page, or by clicking here.
