Longitudinal Faculty Development in Curriculum Design: Our Experience in the Integrated Care Training Program
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EDUCATIONAL CASE REPORT
Longitudinal Faculty Development in Curriculum Design: Our Experience in the Integrated Care Training Program Ramanpreet Toor 1 & Joseph M. Cerimele 1 & Melissa Farnum 1 & Anna Ratzliff 1 Received: 11 November 2019 / Accepted: 11 August 2020 # Academic Psychiatry 2020
Teaching, including curriculum development, is one of the main expectations of faculty in academia. However, medical school faculty have reported a lack of training in how to develop curricula, as well as barriers to delivering high-quality educational content. These barriers include insufficient protected time to work on educational content and lack of exposure to learning effective teaching skills [1, 2]. Limited experience with curriculum development could lead to delivery of lower quality educational programs to learners and/or to dissatisfaction among faculty educators. Thus, there is a need to develop and describe strategies for teaching curriculum development skills to faculty [1, 2]. The need for faculty skills in curriculum development is most apparent when it comes to the creation of new educational programs. At the University of Washington, which is a large academic center focusing on community and population health, we faced the opportunity and challenge of creating a new fellowship program in integrated care, including a yearlong didactic curriculum covering evidence-based clinical and system-based skills. When we created this fellowship, there was no existing comprehensive curriculum for fellows that addressed these skills. The list of topics (Table 1) included in the fellowship didactic curriculum was based on the results of an educational needs survey of psychiatric consultants doing integrated care work and on the fellowship director’s own experience with integrated care [3]. During the planning stages of the fellowship, we realized we would need to draw on the expertise of a wide range of faculty to teach fellows the complementary skills required to successfully practice integrated care [4]. Therefore, we invited over 20 faculty members doing
* Ramanpreet Toor [email protected] 1
University of Washington, Seattle, WA, USA
integrated care work and interested in teaching to participate as educators in the fellowship. Before starting the work of developing content, we completed a needs assessment survey of this faculty group regarding their prior experience with curriculum development to understand baseline knowledge and experience. Consistent with prior national data, we learned that almost all faculty lacked exposure to formal training in curriculum development [1]. We then faced two concurrent challenges: developing a novel fellowship curriculum in a relatively short time period (6 months) and rapidly teaching many faculty how to develop curriculum. Here, we describe our process for teaching faculty a strategy to develop curriculum.
Planning Curriculum Development and Initial Challenges Our goal was to develop a high-quality didactic curriculum and learning experience for the fellows. To achieve this goal, th
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