Effecting curricular change through comprehensive course assessment: using structure and process to change outcomes.

Area of Science:

• Medical Education
• Curriculum Development
• Academic Administration

Background:

• Effective curriculum oversight necessitates regular assessment and enhancement of courses and their integration.
• Existing course review processes often underutilize available data and faculty input, limiting their impact.
• Guidance on structuring and executing effective course reviews is limited in the literature.

Purpose of the Study:

• To discuss a revised course review process implemented during a comprehensive curriculum reform at the George Washington University School of Medicine and Health Sciences.
• To detail improvements in evaluation practices, data utilization, review timing, participant involvement, and structure.
• To highlight how the revised process fosters faculty reflection and leads to tangible improvements in course content and delivery.

Main Methods:

• Implementing a revised course review process grounded in medical and higher education literature.
• Incorporating a broader array of data for review.
• Modifying the timing, participants, and structure of review meetings.
• Utilizing questioning, writing, and dialogue to promote faculty reflection and learning.

Main Results:

• Course directors reported increased focus and gained new ideas through reflection and peer perspectives.
• Significant changes were made to course content, teaching methodologies, and learning assessments.
• Improved integration of courses across the undergraduate medical curriculum was achieved.
• The revised process elements were found to be transferable to other medical schools and educational reform initiatives.

Conclusions:

• The revised course review process effectively enhances curriculum oversight by promoting faculty engagement and data-driven improvements.
• The structured approach encourages reflection, leading to positive changes in course design and delivery.
• The model is adaptable for curriculum reform in medical education and beyond.