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Longitudinal Programs

Longitudinal Programs in Teaching Skills and Curriculum Development

Longitudinal programs provide the opportunity to reflect on teaching, practice skills and learn the process of curriculum development in a supportive and collaborative learning environment.


(Rachel Levine and Leah Wolfe, Co-Directors)

Part I:  Fifteen consecutive Thursdays, 8:30 a.m. to noon
            September 12 - December 19, 2013 (prerequisite for Part II)

Part II: Ten consecutive Thursdays, 8:30 a.m. to noon
             February 13 - April 17, 2014

Part I:  Core Concepts and Skills

Educational Objectives

After attending this activity, participants will demonstrate the ability to describe and apply skills related to the following content areas:

  • Building a Learning Community: Strategies for Learning and Facilitating and Skills of Dialogue
  • Enhancing Professional-Personal Balance
  • Providing Effective Feedback
  • Small Group Meetings for Learning and/or Decision-Making: Optimizing Decision-Making and Implementing the Stages of Small Group Meetings and Facilitation Participation
  • Relationship-Centeredness in the Learning Environment (teaching in the outpatient setting, one-on-one precepting, precepting in the presence of the patient, role-modeling for effective teaching)
  • Building a Successful Career as a Scholarly Educator
  • Presentation Skills
  • Developing Scholarly Quality Improvement Projects

Recurrent Themes

  • Personal awareness and growth, self-observation and monitoring
  • Developing a personal teaching philosophy statement
  • Professionalism and the ‘hidden’ and ‘informal’ curricula
  • Being an effective role model
  • Multicultural application of concepts
  • Balancing professional and personal demands

Praise for Teaching Skills Part I:

“Teaching Skills has helped me develop my skills as an educator and learn more about a career as a clinician educator."

“The evaluation and reflection on prior teaching/learning experiences provides great insight about me as teacher and learner.”

“I have increased awareness and understanding of the importance of creating a good learning environment.”

“I have become more focused on learner-based teaching, and more self-aware of teaching strengths and learning edges.”

Part II:  Advanced Concepts and Application

Participants in Teaching Skills Part II have the opportunity to synthesize and deepen their understanding of concepts learned in TS I as well as explore new content. Participants determine the focus for TS II by prioritizing content areas for review.

Educational Objectives

After attending this activity, participants will demonstrate the ability to describe and apply skills related to the following content areas:

  • Learner motivation and empowerment
  • Leadership and management
  • Cultural awareness
  • Conflict management
  • Formalized brainstorming
  • Facilitating small group learning

Praise for Teaching Skills Part II:

“TS2 put a name to the factors that make up high quality instructional methods. For example, teachers need to self-reflect, check assumptions, listen attentively, bring his/her whole self and mind to discussions, encourage learners to self-reflect, and to act as role models for learners.”

Learning Methods

Participants work in small, interdisciplinary groups with highly-trained faculty facilitators in a supportive, stimulating and collegial environment. Participants play a vital and active role in their own learning by identifying learning needs, developing learning plans, regularly assessing their progress and applying learnings to daily experiences. Facilitators and members of the small groups quickly become important resources for each other's learning, while employing such methods as didactic presentations and demonstrations, reading, discussion, personal reflection, writing and storytelling, observation and feedback (audio and videotape review), and skills practice (role play with co-learners, application at one's work setting).


(Belinda Y. Chen, M.D., Director)

Wednesdays, 8 a.m. to noon
September 4, 2013 - June 25, 2014

This is a 10-month longitudinal program for health professions educators. Participants will learn about curriculum development and evaluation through didactics, discussions and a mentored curriculum development project. This program was developed by the international experts in curriculum development and evaluation who published the widely used text on the subject: Curriculum Development for Medical Education: A Six-Step Approach.By the end of the program, participants will have designed, piloted, and presented plans for the implementation of a curriculum in medical education relevant to the needs of their own institution, as well as to their own professional careers.

The program includes:

1) Interactive workshops on each of the six steps of curriculum development:

  • Problem Identification
  • General and Targeted Needs Assessment
  • Goals and Objectives
  • Educational Strategies
  • Implementation
  • Evaluation Methods

2) Expert-led sessions on specific aspects of curriculum development, such as:

  • Writing for publication and disseminating one’s work
  • Searching the literature and internet for educational articles and resources
  • Finding and applying for funding support
  • Obtaining IRB approval
  • Designing surveys
  • Using simulation
  • Using information technology to support medical education

3) A mentored curriculum development project, usually accomplished in teams of 2-5 participants, under the direction of a highly-trained faculty facilitator:

  • Work-in-progress sessions with other curriculum development teams wherein participants present and receive feedback on different stages of their work
  • Individual project team meetings with course facilitators to review progress and receive verbal and subsequent written feedback on each step of their project
  • Oral abstract presentation on their project before an invited audience
  • Submission of a paper on their CD projec

Praise for Curriculum Development

“One-on-one sessions with the facilitators with written feedback was invaluable.”

“I feel that I can present a curriculum to a department that is solid and that I have 'certification' to be one writing it.”

"Outstanding faculty and mentors; very well conceived and organized.”

“I did a year-long curriculum development course [elsewhere]; it pales in comparison to this CD course in the fundamental tools it proves to build a curriculum. I will use these skills for a lifetime!”


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