Learning Objectives
At completion of the program, the participant will be able to:
- Develop a systematic approach to planning educational activities and programs that includes goal setting, needs assessment and the development of learning objectives, teaching methods, and evaluation.
- Apply the principles of adult learning to routinely assess the specific learning needs of individual learners or groups of learners as part of the educational process.
- Effectively orient learners to a clinical education site or educational experience.
- Develop a repertoire of teaching and supervision methods that are effective in enhancing a learner's knowledge base, clinical skills, and attitudes/behaviors.
- Teach learners effectively and efficiently in the context of delivering patient care.
- Develop and conduct instructional activities appropriate for small and large group teaching settings.
- Directly observe learners in clinical settings, using methods that efficiently assess their performance.
- With skill and tact, give frequent, behaviorally specific feedback to learners.
- Identify, assess and remediate problem learners, seeking expert help when needed.
- Develop or select valid and reliable summative evaluation methods that reflect the learning objectives of the educational activity being evaluated.
- Develop evaluation strategies to document a learner's attainment of knowledge, skills, and attitudes that fall within mandated ACGME competency domains.
- Create effective course and program evaluation tools to ensure continuous quality improvement in your educational activities.
- Lead workshops and other learning experiences for professional audiences.
- Conduct activities in educational scholarship or research that culminate in peer reviewed presentations and publications.
- Develop articles and presentations for peer review to effectively disseminate your educational products to other programs.
- Reflect upon your practice as an educator as a means of self-improvement and planning for continuing learning.
- Participate with peers in the process of mutual review and constructive feedback.
- Develop strategies to use advanced technologies that will enhance your educational effectiveness.
- Create a professional network that meets your needs for communication, feedback, and advancement.
- Participate in national activities that contribute to advancement of the greater community of educators.
Outline of core curriculum
Didactic Modules
There will be three days of direct delivery modules over the three years of participation in the certification program. Scholars must reserve most of the day on the final day of the PAS meeting (Tuesday) to attend these sessions.
2006 SESSION
Module 1: Theories and Principles of Learning
Lunch with informal time for project work/virtual learning and networking
Module 2: Planning a New Educational Program: The Nuts and Bolts
Intersession between meetings: Individual project work, virtual learning and
networking
2007 SESSION
Module 1: Educational Program Evaluation
Lunch with informal time for project work and networking
Module 2: Instructional Strategies
Intersession between meetings: Individual project work, virtual learning and
networking
2008 SESSION
Module 1: Turning Scholarly Projects into Scholarly Products
Lunch with informal time for project work and networking
Module 2: Peer Feedback: Project Presentations and Evaluations
[Curriculum cycle will start over at PAS 2009]
The Virtual Learning Platform
In addition to the direct delivery modules, there will be ongoing project monitoring, and assignments and deadlines will be posted on the APA website. Reading materials and discussion questions will be posted to encourage networking during the intersessions. Threaded email discussions and submissions are required.
Workshop Reviews at PAS
To optimize learning at the PAS meetings, Scholars review two PAS workshops yearly from a list recommended by the ESP faculty, or others related to Scholar's project topics. Scholars must thoughtfully review 6 PAS (or APPD) workshops or symposia over three years. This activity encourages critical thinking and helps participants learn the process of peer evaluation.
Self directed/Experiential learning
Individual, mentored projects lie at the heart of the ESP curriculum. Progress is monitored periodically by ESP faculty advisors. Progress reports are shared among the Scholars, to encourage frequent peer review. A scholarly product from the project must successfully pass a formal peer review process for presentation at a national meeting or publication in a journal, for Scholars to receive their Certificate of Excellence in Educational Scholarship.
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