Curriculum Development: Increasing access to and reach of learning resources for OBGYN training
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The presentation by Kathleen Ludewig Omollo focuses on enhancing access to affordable learning resources for obstetrics and gynecology (OBGYN) training in Africa. It outlines strategies for developing and delivering curriculum that aligns with local priorities and educational outcomes, including the identification of 12 priority topics in OBGYN. Additionally, it discusses collaborative approaches to create, evaluate, and share educational materials across institutions to improve consistency and quality in OBGYN residency programs.
Curriculum Development: Increasing access to and reach of learning resources for OBGYN training
- 1. Curriculum Development: Increasing access to and reach of learning resources for OBGYN training Presenter: Kathleen Ludewig Omollo, International Program Manager, Medical School Information Services, kludewig@umich.edu Unless otherwise noted, this presentation is Copyright 2014 The Regents of the University of Michigan. Shared under a Creative Commons Attribution 4.0 License. July 28, 2014 1000+ OBGYNs in Africa Meeting 1
- 2. 2 Increase awareness of and access to relevant, affordable, and trusted learning resources and templates to strengthen the OBGYN residency curriculum at the partner institutions. Objective
- 3. 3 Tactic: Situate within the local priority and local context for learning outcomes. Identified 12 priority topics at partners meeting: Located examples of how those topics are taught elsewhere. • Hypertensive Disorders In Pregnancy • Sickle Cell • Malaria • Typhoid • Postpartum Hemorrhage • Management of Prematurity/Pre- Term Labor • Abortion Care • Labor and Delivery Management • Puerperal Sepsis • Sexuality • Pediatric/Adolescent Gynecology • Cervical Cancer
- 4. 4 Tactic: Create process and products to meet those learning outcomes. For priority topics: • Refine the learning outcomes (e.g. competencies, procedures) • Define the process (i.e. order topics along a timeline of where they taught in program) • Develop the products (e.g. reading list, lectures, assessments, schedule) • Build upon products from existing collections of OBGYN learning resources.
- 5. 5 Design the delivery of the content: • Policies for copyright, privacy, and archival records • Methods for online and offline access • Instructional approaches for self directed and facilitated learning experiences Tactic: Radiate the products across & beyond the consortium to scale training.
- 6. 6 Tactic: Collaborate to exchange products and assess quality. • Peer feedback on original work • Joint authorship with or adaptation by peers at other institutions
- 7. 7 Discussion Collaborate Situate Radiate Create • This approach can be expanded to look at the residency program level, such as target learning outcomes by year in residency. • Such a framework could promote consistency and feedback across content development activities. • These products would also be useful to identify gaps in available learning materials, serve as a reference for faculty development, and determine scheduling based on local expertise available for certain topics.
- 8. 8 Discussion Collaborate Situate Radiate Create Example curriculum dimensions that could be compared side-by-side across institutions to show variations in approaches to OBGYN training: • Learning outcomes (e.g. competencies, procedures) • Course or module topics • Core, elective • Specialty, subspecialty • Timing (year, week, contact time, length) • Products (link to existing resources, request to fill gap where none exists)
Editor's Notes
- #7: MedEdPORTAL – Association of American Medical Colleges – but accepts resources from outside the US. Through the African Health Open Educational Resources Network – have memorandum of understanding with African universities. Each resource is reviewed SPHMMC 214 views 38 zip downloads 16,412 YouTube views UG original 399 views 107 zip downloads 397,854 YouTube views
- #9: Example http://www.saylor.org/majors/biology/