Below is a complete list of the information you will need in order to complete the course proposal form.
Person Completing Form (Name, Email)
Proposed Course Title
Department, program or organization with primary responsibility for the course
Co-sponsors
Is this a new course or a revision of an existing course? If a revision, describe the changes from the current course.
Total contact hours in the proposed course
Where would the course appear in the calendar?
Faculty Involved (Name, Discipline, Role, Contact Hours and Other Info)
Date/Time
Topic/Title/Event
Learners' Objectives (What learners will be able to do after the training)
Obj Type
SUSB Institutional Obj & Competencies: see http://www.stonybrookmedicalcenter.org/som/EducationalCompetencies
Instructional Method
Class Size
Assessment Strategies
A. COURSE CONTENT
Have you compared your course to comparable courses at other medical schools? Yes No
To national curriculum standards, e.g. from a professional society? Yes No
To the CurrMit online database supported by the AAMC? Yes No
If not, why not?
If yes, please specify which schools or society and how your course compared:
2. Have NBME Subject or Step exams been used as a reference for content? Yes No
3. Are any of the subject area currently covered in our curriculum? Yes No
If yes, please specify subject area and where taught:
4. How does the course curriculum enable to achieve its overall institutional objectives? Please explain:
4. Will you foster and evaluate communication skills - written or oral? Yes No
If yes, please specify:
Are there content or discipline-specific communication skills that are incorporated into your course (i.e. bad news, bereavement, written analysis of data, journaling) Yes No
If yes, please specify:
5a. Will you foster and evaluate communication skills -– whether written or oral? Yes No
If yes, please specify
5b. Are there content or discipline-specific communication skills that are incorporated into your course (i.e. bad news, bereavement, written analysis of data, journaling) Yes No
If yes, please specify
6. What PROBLEM SOLVING exercises will take place in your course? Please explain:
7. Are students provided the opportunity to critically examine the roles and PROFESSIONAL RESPONSIBILITIES of physicians in clinical, research, academic and administrative settings?
8. Will you explicitly foster life-long learning skills (EBM)? Yes No If yes, please specify:
9. Are students explicitly exposed to consider ethical issues in your course? Yes No If yes, please specify:
B. INTERNAL REVIEW
1. In addition to measures of student achievement described above, what methods are used to assess course quality, including peer and student feedback?
Please specify:
2. What feedback will you seek from faculty participating in the course? From other faculty colleagues? How will you gather the information?
Please specify:
3. What difficulties do you anticipate teaching this course? Give your own critique of the course proposal in terms of appropriateness of content and teaching/learning methods;
mention any deficiencies; and state how you plan to minimize their impact.
4. Will there be there systematic training for and assessment of faculty skills pertinent to the course? Yes No
If yes, please explain:
5. What resources do you need to better achieve the goals of the course?
Please explain:
C. CURRICULUM COORDINATION
1. Viewed from the perspective of the entire curriculum, is the duration of this course appropriate? Yes No
If not, please explain:
2. Is the location of the course in the curriculum, (i.e., year, semester, quarter, phase, etc.) appropriate? Yes No
If not, please explain:
3. How is your course content coordinated with other courses?
Please explain:
4. What efforts do you make to coordinate the elements within your course, e.g. meetings with teaching faculty, sharing syllabus preparation, common preparation of objectives, etc.
5. What efforts do you make to coordinate your course with other courses – earlier, concurrent or subsequent?
D. EVALAUTION OF STUDENTS
1. What grading system do you plan to use?
2. Will students receive an explicit and recorded evaluation during the course: Yes No
3. Will a narrative description of a student's performance included in CBase with the final grade?
If so, who creates it and, if different, gives final approval the composite evaluation of each student?
E. CLERKSHIPS OR CLINICAL COURSES
1. Will students keep a log of patients that they have seen and evaluated? Yes No
2. Will the course keep track of patients that students see? Yes No
3a. How often will students be directly observed doing H&P and by whom?
3b. What sort of feedback and evaluation do they receive?
4. What is the proportion of inpatients vs. outpatients that students see? In ____ Out ___
5. Is there opportunity for continuity of patient care during the clerkship? Yes No
6. If given at multiple sites, how does the course ensure and measure that the educational experience is compatible from site to site and rotation to rotation?
7. Does your course revisit basic science topics or introduce new basic science information? Yes No
If yes, please explain:
8. Are basic science faculty involved in planning or teaching material in the clerkship? Yes No
If yes, please list the individuals and their disciplines:
9. How does the clerkship ensure that opportunities for clinical/translational research are available?
10. Which competencies will be tracked in this course?
If you have an electronic version you will be able to upload it - if in paper format please deliver to: the Office of Medical Education. (Name of Document, Short Document Description, Upload File)
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