CURRICULUM EVALUATION OF EXTRA-DEPARTMENTAL learning pROGRAMS: PROCESS AND documentation

James Grogan^1*, Mary T. Coleman ² , Scott A. Ippolito ³ , Janice Johnson ⁴ , Harriet H. Myers ⁵ , Michael Robinson ⁶ , Mukarram Uddin ⁷ , Kal Winston ⁸ , Michael M. Yakubovskyy ⁹. ¹Department of Biochemistry, Ross University School of Medicine (RUSOM), Dominica, ²Dean, RUSOM, ³ Associate Dean, Clinical Sciences, Edison, NJ, ⁴Department of Pathology, RUSOM, ⁵ Associate Dean of Student Affairs and Department of Behavioral Science, RUSOM, ⁶ Assistant Dean of Curriculum and Department of Microbiology, RUSOM ⁷Department of Anatomy, RUSOM, ⁸ Academic Success and Problem Based Learning Programs, RUSOM, ⁹ Department of Pathology, RUSOM.

PURPOSE: Evaluation of special extra-departmental curriculum programs requires effective participation of faculty stake-holders with different views on their educational value. We developed and implemented an effective method of program evaluation which may be applied to diverse extra-departmental programs.

METHODS: A uniform process timeline and unique evaluation forms were employed to address special features of each program. The three programs evaluated were Problem-based Learning (PBL), Academic Success (AS) and Progressive Academic Education (PAcE). Evaluation team members independently consulted with Program Leaders to complete evaluation documents. Communication was facilitated utilizing a system of icons representing the six ACGME competencies. The evaluation forms served as platforms for associating unique data pertaining to each program, and also served as focal points for group discussions of the Curriculum Committee.

RESULTS: Committee meeting discussions followed this schedule: (1) Program Evaluators presented their summary recommendations with any commentary on special issues which arose during the evaluation process, (2) Program Leaders were asked to comment on the recommendations and (3) questions and comments on the recommendations were invited from the full committee membership. A survey of the participants regarding the evaluation process and aspects of communication suggest future modifications for improved outcomes.

CONCLUSION/FUTURE DIRECTIONS: Effective evaluations depend on effective facilitation of dialogue between curriculum committee members and course directors to result in positive change. Extra-Departmental curriculum program evaluations are most effective when documentation facilitates focused discussions.