basic science of microbial disease - geisel school of medicine · 2016-02-06 · basic science of...
TRANSCRIPT
CourseReview
BasicScienceofMicrobialDisease
Coursereviewcommittee:TimLahey(chair),VirginiaLyons,EdUsherwood,ErinD’Agostino
Coursedirector:PaulaSundstrom
August2015
ReviewofYear1BasicScienceofMicrobialDisease
• CourseoccursintheSpringtermofYear1
• CourseDirector– PaulaSundstrom,PhD
• Coursehas61curricularhours– priorreviewithad59hours;2hourswereaddedtopilotaPBLexercise
• CoursewaslastreviewedinDecember2012
ActionPlanfromPriorReview– MajorIssues
• Issuesrelatedtoobjectives(rewritingone,placementinthesyllabus,syllabusobjectivestomatchthoseinIlios)completed
• Assessmentquestionsshouldcorrelatewithobjectivesandmajorcontentemphasizedinthecoursecompleted– studentratingimprovedfrom3.76to3.95
• Objectivesrelatingtostudentskillsinthelabneededtobeassessed– facultywillsignoffonproficiencycompleted;thecoursedecidednottoadoptaformal“signoff”butgiveverbalfeedback
ActionPlanfromPriorReview– MajorIssues
• Reducetimeintraditional lecturecompleted• Introducemoreactivelearningexercisesintolecturecompleted
• Movecontentfromlectureintolaboratorysessionscompleted
• Introducecase-basedlaboratorylearningexercisespilotedPBLforonelab;plantoincorporatea2nd
• Incorporatefewerrecallquestionsandmoreclinicalvignettesinassessments;eliminatequestionswithnegativestemscompleted
CourseObjectives1. Torecognize,identifyanddifferentiatetheinternalandexternalstructuresof
prokaryoticandeukaryoticmicrobialcells.2. Toexplainthefunctionofstructuresofbacterialandfungalcellsthatareimportant
forcausingdisease.3. Todescribethemorphologiesandgrowthformsoffungalpathogensinclinical
specimens,intheenvironmentandinlaboratorymedia.4. Toexplainthebasicstagesofmicrobialgrowthandtheirimportancetodisease.5. Toexplainthebasicfeaturesofmicrobialgenomesanddiscusstheroleofmicrobesin
elucidatingbasicgeneticmechanismssuchasmutation,recombinationandtransferofDNAbetweencells.
6. Todescribethebasicmetabolicpropertiesofmicrobialcells.7. Tolistpathogensthatgrowintracellularly withinhostcellsandexplaintheadvantages
ofintracellulargrowth.8. Todescribethecharacteristicsofmorphology,metabolismorantigenicstructurethat
aidinrecognitionofpathogensbytheclinicallaboratoryandexplainhowpathogensaredistinguishedfromnormalfloraandnon-pathogens.Explainalternativesforstainingandculturingthatareusedtoidentifythepresenceoforexposuretomicrobialpathogens.
CourseObjectives9. Torecognizetheessentialpropertiesofclinicalspecimensthatareimportantfor
pathogenidentificationandhazardsassociatedwithhandlinginfectedclinicalspecimens.
10. Todescribeandpracticemethodsforlaboratorycultureandstainingfordetectionofmicrobesinclinicalspecimens;explainlimitationsofstainingandculturingifapplicable.
11. Todescribeandpracticethebasicprinciplesofchemotherapyanddisinfectionthroughlaboratoryexercisesaccompaniedbycasestudies.
12. Todescribethemechanismsthatleadtomicrobialresistancetoantibiotics.13. Todescribethesymptomsandclinicalfeaturesofdiseasescausedbybacteriaand
fungi.14. Todescribethepostulatesusedtoestablishthatadiseaseiscausedbyaspecific
microbeaswellasKochs molecularpostulatestoestablishtheroleofaspecificstructureofgeneproductindisease.
15. Todescribefactorsimportantforvirulenceofeachmicrobialpathogenifknown.16. Todescribehowpathogenicmicrobesarespreadfrompersontopersonthroughthe
populationandmethodsofspreadintheenvironment.
CourseObjectives17. Toexplainhowspecificinfectionsarepreventedandtreated.18. Todescribeforthemostcommoninfectiousdiseaseswhetherthediseaseiscaused
primarilybytoxin(e.g.Tetanus),orbymicrobialgrowthandinvasionofthehost(e.g.Pneumococcalpneumonia).
19. Tolistmicrobialtoxinsthatcausehumandisease,describethemechanismofactionofeachtoxinandexplainifantitoxinsareusedintreatment.
20. Tospecifywhetheravaccineexiststopreventeachdiseasecausedbyamicrobeanddescribethemolecularbasisofthevaccinefunction.
21. Todescribepropertiesofmicrobialvaccinesintermsoflivevs.killed,subunitortoxoid.
22. Todescribeunderlyingriskfactorsinmammalianhoststhatincreasesusceptibilitytomicrobialpathogens.
23. Toapplyknowledgeofmethodsusedbyclinicallaboratoriestounderstandhowinfectionsarediagnosed;andtorecognizethepresenceofnormalfloraandtoexplainbeneficialrolesofnormalflora
24. Tobehaverespectfullyandresponsiblytowardscolleaguesandmembersofthehealthcareteamatalltimes
CourseObjectives25. Tosolveproblemseffectivelythroughcollaborationwithstudentcolleagues.26. Totakeresponsibilityforownworkandgaincompetenceinskillsassociatedwith
microbiology.27. Tomeetprofessionalresponsibilitiesfully,includingbeingpunctual,present,and
engagedinlaboratoryactivitiesactivities,andbeingreliableincommitmentstotasks.28. Topracticeutilizationofeffectiveproceduresfordisinfectionanddisposalof
biologicalhazardouswaste.29. Tointeractwithpersonnelfromtheclinicallaboratoryduringlaboratorysessionsand
developthepracticeofconsultingclinicallaboratoryspecialistsinthefuture.30. Tobenefitfromphysicianinputintoexercisesandcasesforstudentanalysis.31. Toprovideopportunitiestoenhancecommunicationbetweeninstructorsand
students.32. Todiscusstheconsequencesofdisregardingethicsrelatedtomedicalhuman
experimentation.
CourseObjectives– Comments
• Theobjectivesgiveanexcellentdescriptionofcoursecontent
• Theyareclearandgenerallyaddressonetopic• Courseobjectivesarenumerousanddetailed,andinsomecasesreadmorelikesessionobjectives• Ex:Tolistmicrobialtoxinsthatcausehumandisease,describethe
mechanismofactionofeachtoxinandexplainifantitoxinsareusedintreatment.
• Objectives11and28partiallyoverlap• Professionalism-relatedobjectives24-32areassessedinlabs
CourseObjectives– Comments
• SomeobjectivesaddressdetailedtopicsthatmaynotbenecessarytolearnasaY1medicalstudent:8.Todescribethecharacteristicsofmorphology,metabolismorantigenicstructurethataidinrecognitionofpathogensbytheclinicallaboratory…
10.Todescribeandpracticemethodsforlaboratorycultureandstainingfordetectionofmicrobesinclinicalspecimens;explainlimitationsofstainingandculturingifapplicable.
15.Todescribefactorsimportantforvirulenceofeachmicrobialpathogenifknown.
19.Tolistmicrobialtoxinsthatcausehumandisease,describethemechanismofactionofeachtoxinandexplainifantitoxinsareusedintreatment.
USMLEAlignmentisverygood
discussedinVirology
discussedinSBMID
FormatofCourse&SessionObjectives• Courseobjectivesareprovidedinthesyllabusandare
writteninthecorrectformat• Thereareinconsistencieswiththedistributionand
contentofsessionobjectives.Thecourseprovidesacompiledsetofnotesforallsessions,andobjectivesarepresentforallsessionsinthispacket.Some(butnotall)sessionobjectivesarealsolistedonCanvas(thepreferredmethodforY1courses).InmanycasesthesessionobjectivesinthenotesdonotmatchthesessionobjectivesonCanvas
• Sessionobjectivesforthe14laboratoriesareinthelabmanual
FormatofCourse&SessionObjectives• SessionobjectivesarenotprovidedonCanvasforthefollowingsessions:– AntibioticsIandII;AntibioticsIV(thereisonesetofsessionobjectives
forall4AntibioticsessionsandtheyarelistedonCanvasunderAntibioticsIII)
– SmallgrouponEnterics– ClostridiaII– Anaerobes– NormalFlora– StaphylococciI,StaphylococciII– Streptococci– Pneumococci,Listeria,Anthrax– Plague,Tularemia,Brucellosis
FormatofCourse&SessionObjectives• SessionobjectivesinthenotesdonotmatchthesessionobjectivesonCanvasforthefollowingsessions:– IntroductiontoPathogens– SalmonellaandShigella– Legionella,Mycoplasma,Diphtheria– Neisseria– ClostridiaIandII(combinedinnotes)– Mycoses:intro&cutaneous/mucosalinfections– SystemicMycoses– OpportunisticFungalPathogens
FormatofCourse&SessionObjectives• Sessionobjectivesthatarenot writteninthecorrectformat(theydonothaveameasurableverb):– objectives#2and#5intheBacterialMetabolismsessionobjective#4in
theIntroductiontoSpecificPathogenssession– objective#5intheSalmonella/Shigella session– objective#2intheEscherichiacolisession– objective#3intheClostridiaI– objective#3intheStreptococcuspneumoniae session– objective#3inthetuberculosissession– objectives#1-2inthenontuberculousmycobacteriasession– objective#5inthespirochetessession– objective#4inmycoses(Canvasversion)– objectives#2-5inSystemicMycoses(Canvasversion)
SessionObjectives– Comments
• Coursecoversalargeamountoffactualinformation,potentiallyattheexpenseofconceptualunderstanding.ManyofthesefactswerenotknownbyanIDspecialistonthereviewteam
• SomeinformationcoveredisbeyondthelevelofdetailthatY1students– oractuallyphysiciansingeneral–shouldknow.
Sampleclassnotesdemonstratefocusonfacts
Sampleclassnotesdemonstratefocusonfacts
IssuesofRedundancy
Thekeywordsusedtosearchforredundancywere:• bacteria• antibiotics• Salmonella• Escherichiacoli• Cholera• Staphylococcus
• Chlamydia• Streptococcus• Pneumococci• Tuberculosis• fungi
IssuesofRedundancy• Forthebroadterms“bacteria”,“antibiotics”and“fungi”,therewasoverlapwithtwocourses:SBMInfectiousDiseasesandOrganBasedPharmacology.Whilethisistobeexpected,theremaybeunplannedredundancyinsomeintroductorysessions.Coordinationhasoccurredbetweenmicroandpharmacologyandinmostcasesthisisplannedredundancybutweidentifiedpointswhereunplannedredundancycouldberemoved.
• Manyofthespecificbacteriadidnotrevealsignificantoverlapwithothercourses
IssuesofRedundancy• Staphylococcus,Streptococcus,Pneumococcusand
TuberculosisarediscussedintheInfectiousDiseaseunitofY1Pathologyandthereappearstobesomeredundancy,howeverwedetermineditwasnotdisadvantageous.
• Theterm“Tuberculosis”revealedthemostredundancyasitisdiscussedinthreeY1courses(Microbiology,Pathology,Immunology/Virology)andtwoY2courses(SBMNeurology,SBMInfectiousDiseases).Weevaluatedinourcoursereviewconversationwhetherthisrepresentedcomplementarycoverage.WeaskedElizabethTalbotwhoteachesinbothcoursestoclarifyifapproachesarecomplementary.
VIG:Ethics/Humanities• Onecourseobjectiverelatestoethics:– Todiscusstheconsequencesofdisregardingethicsrelatedtomedicalhumanexperimentation.
• Onesessionobjectiverelatestoethics:– TodiscusstheTuskegeeexperimentasanunethicalexampleofneglectingethicsrelatedtomedicalhumanexperimentation
– (Seestudentcommentsaboutsocialdeterminantsofhealth)
VIG:CulturallyCompetentCare• Courseevaluationindicatesthereisdiscussionoftheprevalenceofvariousdiseasesinparticulargroups,howeverthesubjectisnotfullyexploredandstudentswouldliketohearmoreaboutit[seestudentcommentsaboutSDOHlater]
SummaryregardingObjectives
• Clearcourseobjectivesdescribethecoursewell
• Numerousdetailedobjectivesmaycontributetocoursefocusonlotsofdetailedinformation
• Addressingminorunplannedredundancyissuesmightfreeupalittlemoretimeforconceptuallearning
• FrameSDOH-relatedtopicalcoveragewithmentionthatdiscussionaboutdriverswilloccurelsewhereinthecurriculum
CourseLearningOpportunities
• Lecture35hrs.(57.4%)– priorreviewthepercentagewas66%
• PBLSmallGroups2hrs.(3.3%)
• Laboratory24hrs.(39.3%)– priorreviewthepercentagewas34%
OptionalReviewSessionsareofferedpriortoeachquiz
CourseLearningOpportunities• Thecoursehasmadegoodprogressinreducingthenumberoftraditional lecturesfrom39hours(AY11-12)to35hours(AY14-15)andcontinuestomakesubstantialeffortsinthisdirection.
• Clickerquestionsareusedinnearlyalllecturestoincreasefaculty-studentinteractions
• ThecoursepilotedaPBLactivitythisyearthatwasverysuccessful(datawascollectedaftertheactivityviasurveys);thishasresultedinplanstoincorporatesixPBLsessionsinY1duringAY15-16includingasecondPBLinthemicrobiologycourse
SummaryregardingPedagogy
• Thecourseisworkingtowardsreducingthenumberoftraditionallecturestobelowtherecommendedpercentageof40-50%percourseonaverageandisencouragedtocontinueinthisdirection
• Facultyareincorporatingtoolstomakelecturesmoreinteractive
• ThecoursedirectoristobecommendedforherinitiativeinpilotingaPBLsession,andleadingthewayinincorporatingPBLintoYear1
Assessment
• WrittenQuizzes(33%ofcoursegrade)
• FinalExam(42%ofcoursegrade)
• LaboratoryReports(20%ofcoursegrade)
• ClassParticipation(5%ofcoursegrade)–determinedbyclickerresponsestoquestionsduringlectures[determinedbytheMECthispastspringtoconflictwiththeofficialattendancepolicy]
AssessmentQuestions• Aspromisedintheprioractionplan,questionswithnegativestemswereremovedandmoreclinicalvignetteswereincorporated;mostquizquestionsusedclinicalstems,howeveronly~35%offinalexamquestionsusedvignettes
• Commensuratewiththehighlevelofdetailincourseobjectives,manyexamquestionsassessedthestudents’abilitytomemorizefacts– Examples:whichbugsarecatalasepositive,whichclostridiahavespores,
whichorganismcanbeculturedonwhichmedium,whatalcoholsdoinbiofilms, etc.
• Laboratorysessionsusedlaboratoryspecimensandcasehistoriestoassessevaluativeandanalyticalskills;thiswasdoneverywell
AssessmentofCourseObjectives• Allexamandquizquestionsmaptocourseobjectives.
• Somecourseobjectives(4,15)arenotrepresentedonthefinalexam;aseditsoccurcorrespondencebetweenassessmentandobjectivesshouldremainstrong
• Courseobjectives24-31arenotrepresentedontheexam,butareassessedinlabexercises.Theexceptionisobjective30(Tobenefitfromphysicianinputintoexercisesandcasesforstudentanalysis.)whichtheteamthoughtmightbedifficulttoassess
SummaryregardingAssessment• Allquizandexamquestionsmaptoatleastonecourseobjective
• Thesubcommitteefeelsthatsomeassessmentquestionsfocusonrecallingdetailsthatarenotnecessaryforphysicianstoknow
• Mostquizquestionshadclinicalstems,howevermanyfinalexamquestionsdidnot;quizzesmaynotpreparestudentswellforthefinalexamformat[Note:thecommitteedoesnotexpectallquestions touseclinicalvignettes,howeverconsistencybetweenexamsisideal]
• Laboratorysessionsdoagoodjoboftestingevaluativeandanalyticalskills
Measuresof
Quality–AAMCGQ
Geiselmean2010
Geiselmean2011
Geiselmean2012
Geiselmean2013
Geiselmean2014
All schoolsmeans2014
Biochemistry 2.7 2.5 2.6 2.6 2.8 2.7
Biostatistics/Epidemiology 2.9 3.2 3.2 2.9 3.2 2.8
Genetics 2.9 2.8 2.8 2.6 2.8 2.9
Grossanatomy/Embryology 3.6 3.5 3.6 3.4 3.6 3.4
Immunology 2.9 3.0 3.1 2.7 2.7 3.1
IntrotoClinMed/OnDoc 3.5 3.4 3.5 3.0 3.3 3.5
Microanatomy/Histology 2.8 2.9 3.1 2.8 3.1 2.9
Microbiology 3.1 3.2 3.3 3.0 3.1 3.2
Neuroscience 3.2 3.0 3.0 3.0 3.2 3.2
Pathology 3.2 3.1 3.4 2.8 3.1 3.3
Pharmacology 3.4 3.1 3.1 2.6 3.1 3.1
Physiology 3.6 3.6 3.5 3.1 3.4 3.4
BehavioralScience 3.2 3.3 3.3 3.0 3.2 3.2
PathophysiologyofDisease 3.5 3.5 3.5 3.3 3.5 3.5
MeasuresofQuality– AAMCGQ“Indicatehowwellyouthinkthatinstruction inmicrobiology preparedyouforclinicalclerkshipsandelectives.”[1=poor;2=fair;3=good;4=excellent]
MeasuresofQuality– StepI
TRADITIONALCOREDISCIPLINES2012* 2013* 2014* Means12-14
Biochemistry 0.30 0.20 0.22 0.24
Biostatistics/Epidemiology 0.43 0.40 N/A N/A
Biostatistics 0.08 0.08
Genetics 0.28 0.18 0.28 0.25
Grossanatomy/Embryology 0.33 0.26 0.14 0.24
Histology/CellBiology 0.37 0.26 0.23 0.29
Microbiology/Immunology 0.31 0.47 0.39 0.39
Pathology 0.26 0.24 0.20 0.23
Pharmacology 0.22 0.22 0.12 0.19
Physiology 0.38 0.35 0.25 0.33
*valuesreportedforcoredisciplinesareSDabovetheUS/CanmeanforGeiselmeanscores
Year1courses OverallSatisfactionAY2014-2015
HumanAnatomyandEmbryologyII 4.57
HumanAnatomyandEmbryologyI 4.35
MetabolicBasisofDisease 4.35
BiochemicalandGeneticBasisofMedicine 4.34
Biostatistics andEpidemiology 4.23
Physiology-Renal 4.19
CTO 4.07
Basic ScienceofMicrobialDisease 3.94
Virology 3.77
Physiology-Endocrine 3.76
Immunology 3.67
Neuroscience 3.59
Physiology-Respiration 3.34
Physiology-Cardiovascular 3.23
Pathology 3.22
MeasuresofQuality– CourseEvaluation
scale[1=poor;2=fair;3=good;4=verygood;5=excellent]
scale[1=poor;2=fair;3=good;4=verygood;5=excellent]
MeasuresofQuality– CourseEvaluation
BSoMD2012(93%)*
BSoMD2013(68%)*
BSoMD2014(86%)*
Overallsatisfactionofcourse 4.04 3.78 3.94
Clarity oflearningobjectives N/A 3.91 4.01
Organizationofthecourse N/A 3.86 3.90
Howwellthecourseintroduced metothisdiscipline 4.20 N/A 4.12
Congruence ofassessmentquestions tomaterialemphasizedincourse 4.04 3.76 3.95
*studentparticipation rateoncourseevaluation
MeasuresofQuality– StudentComments
Strengths:• Manystudentsfelttheclasswaswellorganizedandthe
materialwasup-to-dateandrelevant:“Veryorganized.Materialpresentedclearlyandconsistently.”
• Studentsenjoyedthelabs:“Labwaslow-stressandapplicable.”
• Studentsappreciatedthatthenoteswereprovidedallatonceinonepacket:“Microcoursebookwithalltherelevantinformation- thisshouldbereplicatedinallourothercourses.”
• ThePBLsessionwasagreatadditiontothecourse:“ThePBLwasreallygreatinmyopinion.”
MeasuresofQuality– StudentComments
SuggestionsforImprovement:• Manystudentsfeltthattherewastoomuchclinically
irrelevantinformation– thatthecourseneededtoemphasizetheimportantinformationandnotfocussomuchonmemorizingdetails
• Additionally,theyfelttheexamsfocusedonthesedetails:“ExamquestionsDIDNOTalignwiththeimportantinformation- instead,itwouldsometimesspecificallylookforsomefactoidinalecturethatwasn'tinthecoursenotesandusethatasonequestionina20questionexamaka5%wasaboutafactoidnotrelevanttopracticingclinician.Sometimes,thereweremultipleofthesefactoidquestions…”
MeasuresofQuality– StudentComments• Somestudentswereconcernedabouthowpatientgroups
werediscussedwithvariousdiseases,i.e.socialdeterminantsofhealth:“Themicrobiologycoursemoreorlesspromotedstereotypinginmedicinetocometodiagnoses.”
• Therewerevariousminorsuggestionsaboutimprovingthecoursematerials.Additionallythestudentspreferbeing“paperless”(currentlyclassmaterialsareprintedandstudentsarechargedforthemwithouttheirpermission)
• AsalreadydiscussedattheMEC,thestudentswerenothappywithaportionofthegradebeingdeterminedbyclassparticipation:“5%participationrequirementwasinconsistentwithGeisel'smentalityofsupportingstudentsvaryinglearningstyles.”
MeasuresofQuality– StudentComments
OtherSuggestions:• Asignificantnumberofstudentsusedthe“SketchyMedical”
app,andfeltitwasinstrumentaltotheirsuccess.Somestudentsthoughtitwouldbeniceiftheinstructorsincorporatedvideosfromtheappintheirteaching;othershopedasitelicensecouldbepurchasedfortheclass
• Itwasmentionedthataflippedclassroomapproachmightbeadvantageousinthecourse:“Ithinkthematerialforthiscoursecouldbenefitfromflippedsessions- thecontentisrelativelystraightforwardandcouldreallybenefitfromahigherdegreeofstudentengagement.Rightnowthereislittledifferencebetweengoingtoclassandreadingnotesindependently.”
SummaryregardingMeasuresofQuality• Verygoodpreparationinmicrobiology,andfortheboards• PBLandotherinteractivesessionswellreceived• Facultyinvestmentvaluedbystudents• Heavyemphasisonfacttransferandmemorization• Studentswouldlikeaccesstolabmanual(coursedirectorawarebutneedsto
workthroughIPandbiosafetydetails)• Couldstopprintingcoursenotessostudentsarenotobligatedtohaveit
printedortopayafee• Summarytablesinnotescouldbepresentedinaconsistentformatacross
pathogensratherthanwithadifferentorganizationalschemeforeach• 5%attendancecreditapproachhasalreadybeenabolished• IsthereawayforGeiseltosupportstudentaccesstostudyaidslikeSketchy
Medical?• Insteadofcurrentparallelbetweenlecturesandsyllabuscoulduselecturesto
emphasizekeyconcepts&difficult-to-learnfactsinaninteractivefashion
Recommendations• Revisecourseobjectivestocoverbiggerpicturetopics;mostcourseshaveabout8-15courseobjectives[seesamplesintheappendix]
• Revisecoursematerialsandsessioncontenttofocusonconceptsnotfacts.Thiscouldbethroughredactionsorbyindicatingwhichinformationwillbetestedandwhichnot.[somesamplesareprovidedhereindropbox:]https://www.dropbox.com/s/ygwga1mvsuq019b/Basic%20Science%20of%20Microbial%20Disease%20TL.pdf?dl=0
• Addresssmallamountofunplannedcontentredundancye.g.reantibioticmechanismsofactionviacoordinationwithrelevantothercourses
Recommendations• Continuetoreducehoursinlecture&emphasizesuccessfulactivelearningapproacheslikePBLandflippedsessions
• Reduceemphasisonfact-basedquestionsinassessment;increaseproportionoffinalexamquestionsthatbeginwithaclinicalstem
• Notifystudentsthatsocialdeterminantsofriskofvariousinfectiousdiseaseswillbecoveredinotherpartsofthecurriculum
• Discontinuetheprintingofthecoursematerials
ActionPlanCourseObjectivesü Reducethenumberofobjectivesanddecreasetheamountof
detail.ü Eliminateoverlap.ü Removeobjectivesthatcannotbeassessed.ü Usetheexampleobjectivesduringrevision.Coursematerialsandsessionobjectivesü Reviewmaterialsandsessionobjectivestodecreasethe
amountofdetail.ü Revisecoursematerialstoclarifytestablecontent.ü Modifysessionobjectivesthatareintheincorrectformat.ü Establishasinglelocationforsessionobjectives(Canvas).ü Discontinueprintingcoursematerials.
ActionPlanRedundancy– antibioticsü Coordinationhasoccurredbetweenmicroandpharmacology
anditwasdeterminedthatthepresentationsofantibioticsinthetwocoursesarecomplementaryandthatanyredundancyisusefultostudents.
ü RedundancywithInfectiousDiseaseswillbeaddressedinameetingwithfacultyrepresentativesfrombothcourses.
ActionPlanCourseLearningOpportunitiesü ReducenumberofformallecturesbyincreasingPBLsessions
andtrimminglecturehours.ü Makelecturesinteractivethroughuseofpollingexercisesfor
extracreditandexploreflippingtheclassroom.ü OptionalReviewSessionswillnotbeofferedinthecoming
yearpercommunicationwithDr.Lyonson5/28/15.Inlieuofthesesessions,facultywillwriteanswerstostudentquestionsaboutthematerialandwillmakealltheanswersavailabletoallstudents.Thiswaspioneeredin2015andworkedwell.Peer-ledtutoringgroupshaverecentlybeenintroducedinY1andareveryeffective.(communicationwithDr.Lyons)
ActionPlanAssessmentü Increasetheproportionofclinicalvignettesinthefinalexam
tobeconsistentwithquizzes.ü Decreasethefocusonfacts.ü Mapexamquestionstorevisedsessionandcourseobjectives.
ActionPlanOtherSocialDeterminantsofHealthandCulturallyCompetentCareü FortopicsthatincludeSDOH-relatedcoverage,facultywill
informstudentsthatdiscussionaboutthedriversofSDOHwilloccurelsewhereinthecurriculum.
SketchyMedical• MedicalEducationDept willcheckaboutacopyforthe
library.LabManual• Placethelabmanualon-lineafterregisteringwiththeUS
copyrightofficeiftheMedicalEducationDept.willprocesstheapplication.
Appendix:ExamplecourseobjectivesUniversityofVirginia
Uponcompletionofthiscourse,studentsareexpectedtohaveacquiredthefollowingcompetencies:1)Todescribetheroleofmicrobialpathogensinimmuneresponses.2)Toidentifytheactionandregulationoforgans,cells,geneticsandmoleculesoftheimmunesystem.3)Tounderstandthemechanismsofallergy,inflammation,autoimmunedisease,tolerance,andtransplantimmunology.4)Tocategorizethemechanismsbywhichindividualsmountimmunitytotumors,bacteria,virusesandfungi.5)Toknowthestructure,physiology,growth,geneticexchangeanddrugresistanceofmicroorganisms.6)Tocorrelatepropertiesofviruses,bacteriaandfungiwiththediseasestheycause.7)Toidentifymostlikelycausativeagentsofdiseaseandtoappreciatedifferentialdiagnosesofinfectiousdiseasesbasedonsymptoms,epidemiologyandlaboratorytests.
Appendix:ExamplecourseobjectivesUniversityofVirginia
Uponcompletionofthiscourse,studentsareexpectedtohaveacquiredthefollowingcompetencies:1)Todescribetheroleofmicrobialpathogensinimmuneresponses.2)Toidentifytheactionandregulationoforgans,cells,geneticsandmoleculesoftheimmunesystem.3)Tounderstandthemechanismsofallergy,inflammation,autoimmunedisease,tolerance,andtransplantimmunology.4)Tocategorizethemechanismsbywhichindividualsmountimmunitytotumors,bacteria,virusesandfungi.5)Toknowthestructure,physiology,growth,geneticexchangeanddrugresistanceofmicroorganisms.6)Tocorrelatepropertiesofviruses,bacteriaandfungiwiththediseasestheycause.7)Toidentifymostlikelycausativeagentsofdiseaseandtoappreciatedifferentialdiagnosesofinfectiousdiseasesbasedonsymptoms,epidemiologyandlaboratorytests.
Appendix:ExamplecourseobjectivesTulane
Uponcompletionofthiscoursethestudentwillbeableto:1.Explainrelationshipsandapplyappropriateterminologyrelatingtothestructure,metabolism,genetics,andecologyofprokaryoticmicroorganisms,eukaryoticmicroorganisms,andviruses.2.Explaininteractionsbetweenopportunisticandpathogenicmicroorganismsandsusceptiblehosts incontactsthatresultininfectionand/ordiseaseandapplytheseinteractionstodiseasesymptoms.3.Explaininnateandadaptiveimmuneresponsesandapplythisunderstandingtothe infectiousdiseaseprocessaswellasthepreventionandcontrolofinfectiousdiseases.4.Explainprinciplesofphysicalandchemicalmethodsusedinthecontrolofmicroorganismsandapplythisunderstandingtothepreventionandcontrolofinfectiousdiseases.5.Demonstrateanappreciationandunderstandingofclinicallaboratoryskillsandtechniquesrelatedtotheisolation,staining,identification,assessmentofmetabolism,andcontrolofmicroorganisms.6.Interpretanddrawappropriateconclusionsfromlaboratoryresults.7.Analyzeanddistinguishtherapeutictreatmentsformicrobialinfections,anddistinguishwhenavaccine,antibiotic,orothertherapyislikelytobethemostappropriateresponse.8.Specifytheroleofecologyandevolutioninthespreadofinfectiousdiseases, comparingtheroleoftransmission,populationsizeandsusceptibility,andvirulenceinendemicdisease,epidemicdisease,emergingdiseases,andbioterrorism9.Developtheabilitytoworkbothindependentlyandwithothersinteamsandstudy groups.10.Developaninformationbaseformakingpersonalhealthdecisionsinregardtoinfectiousdiseases.