1•Extrac(onofexis(ng/an(cipatedfutureLCMEaccredita-onstandardsrelevanttopre-clerkshipeduca(on

2•AlignmentofJABSOM’sGradua-onObjec-vesandsub-objec(vestotheiden(fiedLCMEstandards

3

•Determina(onofmainiden-fyingdescriptorsforeachHCP,rela(onshiptootherHCPpa(entsandotherappearancesinthecurriculum

4•MappingofHCPlearningpriori-estocompiledlistofstandards/objec(ves,andspecificassessmentques(on

5•Crea(onofcourseandcurriculumlevelHCPmapsthatindicatescoverageoftopicsandthemes

INTRODUCTION PROCESS

CHALLENGESANDPLAN

LCMEStandard HCP0

HCP1

HCP2

HCP3

HCP4

HCP5

HCP6

7.1Biomedical,Behavioral,SocialSciences:7.1-2BasicScienceEduca(onBehavioralScience x x x x x x

Biochemistry x x x

Biosta(s(csandEpidemiology x x x x x x

Embryology x x

Gene(cs x

GrossAnatomy(andHistology) x x x x x x

Immunology x x x x x

Microbiology x x x x

Pathology(andHistopathology) x x x x x x

Pathophysiology x x x x x x

Pharmacology x x x x x x x

Physiology x x x x

CONTENTMAPSOFHEALTHCAREPROBLEMSINTHEPRE-CLERKSHIPCURRICULUM:MONITORINGTHEMES,GAPS,REDUNDANCIESANDACCREDITATIONREQUIREMENTS

SheriF.T.FongandVanessaS.WongOfficeofMedicalEduca(on,JohnA.BurnsSchoolofMedicine

TheJohnA.BurnsSchoolofMedicine(JABSOM)u(lizesproblem-basedlearning(PBL)asitsmaineduca(onalmethodinthepre-clerkship(Years1and2)curriculum,coveringover90healthcareproblems(HCPs)insixtheme-ororgan-basedcurricularunits.Insmallgroups,studentscollabora(velyworkthroughthesepa(ents-on-papertoiden(fytopicsastheirlearningpriori(estoresearchandteachoneanother.

YEAR1MD1 MD2 MD3 MD4

HealthandIllness CardiovascularandPulmonary

RenalandHematology

EndocrineandGastrointes(nal

YEAR2

MD5(notPBL) MD6 MD7 MD8(notPBL)

SummerElec(ves Musculoskeletal,NeurologicandBehavioral

TheLifeCycle(Reproduc(ve,

Pediatrics,Geriatrics)

Consolida(on

The goal of this project was to map the learning priori-es of each HCPalongside applicable accredita-on standards and JABSOM’s gradua-onobjec-ves and sub-objec-ves, to serve as a resource for course directors tomonitorcontent themes,determinegapsandredundancies in thecurriculum,andaddressaccredita-onrequirements.

• 7.1Biomedical,Behavioral,SocialSciences• 7.2OrganSystems/LifeCycle/PrimaryCare/Preven(on/Wellness/Symptoms/Signs/

Differen(alDiagnosis,TreatmentPlanning,ImpactofBehavioral&SocialFactors• 7.3Scien(ficMethod/Clinical/Transla(onalResearch• 7.4Cri(calJudgement/Problem-SolvingSkills• 7.5SocietalProblems• 7.6CulturalCompetenceandHealthCareDispari(es(GenderandCulturalBiases)• 7.7MedicalEthics• 7.8Communica(onSkills• 7.9InterprofessionalCollabora(veSkills

HEALTHCAREPROBLEM(HCP)MAP

RENALSUB-UNITHCPMAP

HCPKeyPoints MD7HCP–A.E.Mul(pleAppearanceorRela(onshiptootherHCPs CousinofJ.E.inMD4

Iden(fyingInforma(on(age,gender,ethnicity,etc) 17yearold,mixed-ethnicityfemale,single,student,residesinPahoa

ChiefComplaint Headacheand***

History(keyfindings) G1P0,smoking

PhysicalExam(keyfindings) Elevatedbloodpressure,***

Inves(ga(ons(keyfindings) Prenatallabs,2+proteinuria,ultrasound(***)

Diagnosis ***

LCMEAccreditaTonStandards7.1Biomedical,Behavioral,SocialSciences

7.1-2BasicScienceEduca(onBehavioralScienceBiochemistryBiosta(s(csandEpidemiologyEmbryologyGene(csGrossAnatomyandHistologyImmunologyMicrobiologyPathologyandHistopathologyPathophysiologyPharmacologyPhysiology7.5SocietalProblems

SubstanceUseDisorders,includingOpioidCrisis*LifestyleModifica(on(otherthanSmokingCessa(on)Socio/Ethno/CulturalDispari(esMaldistribu(onof/AccesstoHealthCareResourcesViolenceatHomeandWork/SchoolEndofLifeCare/IssuesCannabis*Others

GraduaTonObjecTves

3A2B,2D,2F5A,5G2C,2D

2B,2D,2F2B,2C,2D

2B,2C,2D,2F2D

2A,2D,2E2A,2D,2E,3E

2A,2D,2F,3I,3J,3K2B,2C

3ALN,4DE,5A-F,6AEM

2A,2D,2F2D,3K5B

5B,5F

3C,3M2A,3D,2F

LearningPrioriTes

SmokingcessaMon

Teenpregnancy–incidence,complicaMons

AneuploidyscreeningPlacentaRhfactor,Tdap

Placental******MgSO4Placenta,Pregnancy/Maternalphysiology

Smoking,Alcoholuseduringpregnancy

MinorityhealthdispariMesRuralhealthcare,Hawaiiphysicianshortage

Teenpregnancy

MCQ

2438

2359

360334083325

3333366436664978

3729NeedQ

2359

Thefacultyofamedicalschoolensurethatthemedicalcurriculumincludescontentfromthebiomedical,behavioral,andsocioeconomicsciencestosupportmedicalstudents'masteryofcontemporaryscienMficknowledgeandconceptsandthemethodsfundamentaltoapplyingthemtothehealthofindividualsandpopulaMons.

ThefacultyofamedicalschoolensurethatthemedicalcurriculumincludesinstrucMoninthediagnosis,prevenMon,appropriatereporMng,andtreatmentofthemedicalconsequencesofcommonsocietalproblems.*AAMCHotTopic

• Timecommitmenttocompletethemapisaconcern–authorswillpopulateini(almapandfaculty/coursedirectorscanconfirmandedit.Pre-clerkshipeduca(oncommileewilldeterminefrequencyofupdates.

• Currentmapindicateswhat/wheretopiciscovered;however,doesnotprovidespecificdetailsorindicatedegreeofemphasis(introduce,reinforce,mastery)sothatwillneedtobedetermined.

• Wouldalsoliketointegrateaddi(onalcoursecontent(i.e.,lectures,labs,clinicalskills)foracomprehensivecatalogofmaterialcoveredwithineachunit.

The Liaison Committee on Medical Education (LCME) accreditation standards relevant to pre-clerkship education are:

JABSOM’s Graduation Objectives are:

1LifelongLearning*

*alignedwithallLCMEaccredita(onstandards

2BiologicalSciences

3

CareofPa(ents

5Popula(onalandCommunityHealth

6

Professionalism

7PersonalHealthandWell-Being

4OralandWrilen

Communica(onSkills

*** info removed for publication

Fong, S., & Wong, V. (2019, April). Content Maps of Health Care Problems in the Pre-clerkship Curriculum: Monitoring Themes, Gaps, Redundancies and Accreditation Requirements. Poster session presented at the Assessment for Curricular Improvement Poster Exhibit at the University of Hawai'i at Mānoa, Honolulu, HI.