Dataset Information

From Targeted Needs Assessment to Course Ready for Implementation-A Model for Curriculum Development and the Course Results.

ABSTRACT: This article contributes guidance on how to approach the development of a course curriculum in general and presents a specific example from medical research education. The purpose of this study is to discuss a model for translating needs assessments of targeted learners into a course curriculum. The model employs established methods for data collection, such as different interview approaches and surveys. The authors argue that there is value in going from exploratory in-depth qualitative data collection methods to more conclusive rigorous quantitative methods when developing a course curriculum. In this way, the model is especially sensitive to the needs of targeted learners in the initial phase and at the same time offers a systematic and practical approach to curriculum development. The model is presented step-by-step with the aid of an empirical example of how to assess the needs of medical doctors in the publication process and develop an introductory course in writing an initial manuscript for publication. The article concludes that the proposed model gives curriculum developers a unique opportunity to explore the needs of targeted learners in depth, while systematically aiming towards conclusive decisions on curriculum content ready for implementation.

SUBMITTER: Raffing R

PROVIDER: S-EPMC9915190 | biostudies-literature | 2023 Jan

REPOSITORIES: biostudies-literature

ACCESS DATA

Publications

From Targeted Needs Assessment to Course Ready for Implementation-A Model for Curriculum Development and the Course Results.

Raffing Rie R Larsen Sanne S Konge Lars L Tønnesen Hanne H

International journal of environmental research and public health 20230131 3

This article contributes guidance on how to approach the development of a course curriculum in general and presents a specific example from medical research education. The purpose of this study is to discuss a model for translating needs assessments of targeted learners into a course curriculum. The model employs established methods for data collection, such as different interview approaches and surveys. The authors argue that there is value in going from exploratory in-depth qualitative data co ...[more]

PMID: 36767895

Similar Datasets

Project description:PURPOSE:To assess the optimal structure of an introductory curriculum (IC) for radiation oncology residents, including the perceived utility of a 2-day off-site "boot camp," and evaluate the success of a pilot introductory radiation oncology curriculum (IROC) based on these initial data. METHODS AND MATERIALS:In the first phase, anonymous, web-based surveys were sent to US radiation oncology program directors and residents. Likert-type scores (1, not at all; 5, extremely) are reported as the median and interquartile range. Using the phase 1 results, IROC was developed, piloted, and evaluated. RESULTS:Of the 89 program directors and 697 residents, 47 (53%) and 165 (24%) responded, respectively. Of the 89 program directors, 37 (79%) reported offering a formal IC. However, only 83 residents (50%) reported having a formal IC. Program directors reported resident preparation for clinical training as "moderate" (median 3, interquartile range 2-3) on entering residency and "moderate" (median 3, interquartile range 3-4) after IC completion (P = .03). However, residents only believed they were "slightly" prepared (median 2, interquartile range 1-2) on entering residency and "moderately" (median 3, interquartile range 2-3) prepared after IC completion (P < .01). Program directors believed an off-site boot camp would be of "moderate" utility (median 3, interquartile range 3-4) with participation limited by funding (57%). Residents without an IC reported that having an IC would be "quite" beneficial (median 4, interquartile range 3-5). Residents preferred instruction before the clinical training (49%) and over 1 week (40%). Both program directors and residents rated lectures on radiation emergencies and simulation highly. Using these data, IROC was developed and piloted with incoming residents at 4 institutions. After IROC, residents reported improvement in overall preparedness for clinical training (before: median 1, interquartile range 1-2; vs after: median 3, interquartile range 2-3; P < .01) and among specific practice domains. CONCLUSIONS:Beginning radiation oncology residents frequently lack structured introductory curricula but desire instruction before the clinical training with a focus on practical aspects (emergency management, contouring). Program directors recognize the value of both off-site and on-site boot camps. An on-site IC could mitigate funding barriers. A standardized IC, IROC, piloted at 4 programs, showed promising outcomes.

Dataset Information

From Targeted Needs Assessment to Course Ready for Implementation-A Model for Curriculum Development and the Course Results.

Publications

From Targeted Needs Assessment to Course Ready for Implementation-A Model for Curriculum Development and the Course Results.

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets