Figure 1

Figure 1

UTMB Integrated Medical Curriculum Years 1 and 2

Areas for Evaluation and Evaluation Measures

AREAS FOR EVALUATION

DATA SOURCES

quantitative data

qualitative data

An "x" indicates that the data source addresses the topic in that row.

CURRMIT (AAMC curriculum database)

Student surveys -- open-ended questions

Student surveys -- ratings

Student course evaluations -- open-ended questions

Student course evaluations -- ratings

Student focus groups

Graduate survey

Faculty surveys

Faculty interviews

Residency directors' survey -- open-ended questions

Residency directors' survey --ratings

Student performance on course assessments

Practice of Medicine Course OSCEs

Clerkship assessments

Clerkship OSCEs

Fourth-Year Clinical Skills Exit Exam

Medical School Learning Environment Survey

Mitchell Cognitive Behavior Survey

RWJ/GPI Survey

Stress level Survey

Step I exam

Step II exam

Registrar's records

Faculty effort tracking system

Residency Match results

School of Medicine admissions data

Library records

Student Outcomes

Biomedical knowledge (see curriculum objectives list)

x

x

x

x

x

x

x

x

x

x

Applying biomedical knowledge to pt problems (clinical reasoning; problem solving)

x

x

x

x

x

x

x

x

x

x

x

x

Clinical skills (H&P)

x

x

x

x

x

x

x

x

x

x

x

Preparation for required clerkships

x

x

x

x

x

Working effectively in a healthcare team (teamwork skills)

x

x

x

x

x

x

Identification of, addressing knowledge deficits

x

x

x

x

x

x

Career choice

x

x

x

Professional behavior

x

x

x

x

x

x

x

x

Residency choices (specialty area, competitiveness of program)

x

x

Residency match success

x

x

Skills for self directed learning

x

x

x

x

x

Communication skills (with faculty, peers, patients)

x

x

x

x

x

x

x

x

x

x

Impact on Faculty

Faculty time/effort requirements

x

x

x

Impact on other faculty duties (research/clinical)

x

x

Faculty satisfaction

x

x

Faculty enjoyment

x

x

Other (e.g., new collaborative relationships)

x

x

Effectiveness of Curricular Structure

Organ system organization

x

x

x

x

x

x

x

Small group sessions

x

x

x

x

x

x

x

PBL cases

x

x

x

x

x

x

Sequencing of content

x

x

x

x

x

x

Distribution of content across the curriculum

x

x

x

x

x

x

Integration of basic with clinical sciences

x

x

x

x

x

x

x

x

Integration across disciplines

x

x

x

x

x

x

x

x

Understanding of PBL objectives and student/faculty roles in curr.

x

x

x

x

x

Content coverage

x

x

x

x

x

x

Match of learning objectives to learning activities

x

x

x

x

x

Coordination of learning activities

x

x

x

x

x

Student Evaluation System

Satisfaction

x

x

x

x

x

x

Impact on student learning and study habits

x

x

x

x

x

Validity indicators for evaluation system

x

x

x

x

x

Learning Environment

Student satisfaction with the curriculum

x

x

x

x

x

x

Student stress levels

x

x

x

x

Changes in study habits, focus

x

x

x

x

x

Perception of positive learning environment

x

x

x

x

Other outcomes

Students' assuming responsibility for learning

x

x

x

x

x

x

x

Impact on applicants' qualification levels

x

Impact on number of applicants

x

Impact on applicants' choosing UTMB

x

Impact on attrition

x

Library use

x

x

x

THE CURRICULUM EVALUATION WORKING GROUP / INTEGRATED MEDICAL CURRICULUM / THE UNIVERSITY OF TEXAS MEDICAL BRANCH

AREAS FOR EVALUATION

Last Updated on 12/29/00