Kern-ricular Method:
A Curriculum Development
Workshop for Faculty
MAJ Nick Bennett, DO
Faculty Development Fellow
Disclosures
The views expressed are those of the
author(s) and do not reflect the official
policy of the Department of the Army, the
Department of Defense or the U.S.
Government.
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A Six Step Approach
Of Course . . . Huh???
A planned
educational experience
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Exactly . . .
My Goal
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Objectives
• Discussed Kern’s framework for curriculum
development
• Applied steps 1-4 to your curriculum
• Outlined scholarly activity opportunities through
curriculum development
• Identified online curricular resources
Underlying Assumptions
• Educational programs have goals or purposes, whether
articulated or not
• Medical educators have professional and ethical obligations
to meet the needs of their learners, patients and society
• Medical educators should be held accountable for the
outcomes of their interventions
“A logical, systematic approach to CD will help
achieve these goals” - Kern
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Six Steps
Step 1: Problem Identification and
General Needs Assessment
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Overview
• Builds a rationale for your curriculum
• Grounded in patient and societal needs
• Focuses goals and objectives directs
educational and evaluation strategies
• Makes you an expert and a scholar
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Problem Identification
Whom does it affect? What does it affect?
• Patients • Clinical outcomes
• Providers • Quality of life
• Medical Educators • Quality of health care
• Society • Use of resources
• Medical and nonmedical costs
How important is the problem, • Patient/provider satisfaction
quantitatively and qualitatively? • Work and productivity
• Societal function
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Activity #1
• Think of an area of curriculum you would like to
develop or refine.
– What healthcare problem are you addressing?
– Who does it affect?
– What does it affect?
– How important is the problem?
• Work individually on your curriculum.
• After 3 minutes, share your curriculum to the group on nearpod.
13 4 Minutes
General Needs Assessment
• Identification and critical analysis of a
health care need or problem
• Analysis of the current approach
• Identification of ideal approach
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Activity #2
• What is the current approach for the problem you
have identified?
• It may include:
– Patients
– Providers
– Medical education system
– Society
• Where will you discover the ideal approach?
18 3 Minutes
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Problem Identification and
General Needs Assessment
• Work smarter, not harder
• Time allocation
• Clear definition
– Stakeholders
– Educators
– Learners
• Potential for dissemination?
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Step 2: Targeted Needs Assessment
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Overview
• Assesses the environment
• Identifies needs and preferences of targeted
learners and other stakeholders
• Builds relationship with stakeholders
• Engages and motivates learners
• Increases efficiency, prevents duplication
• Identifies resources to align strategy
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Targeted Needs Assessment
Group of Learners
• Experiences
• Expectations
• Existing proficiencies
(Cognitive, Affective, Psychomotor)
• Attitudes
• Preferred learning styles
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Targeted Needs Assessment
Learning Environment
• Related existing curriculum
• Needs of stakeholders
• Barriers and enablers
• Resources
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Methods
• Informal discussion • Direct observation
• Formal interviews • Audit of current performance
• Focus group discussion • Test
• Questionnaires • Strategic planning session
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Activity #3
• Think about conducting a targeted needs
assessment on both your learner and learning
environment.
– What methods are you going to use?
– What questions are you going to ask?
• Work individually for 3 min, then share your method to the
group on nearpod.
25 4 Minutes
4 Minutes
By This Point . . .
• Have a strong argument for your curriculum
• Set the stage for generalizability and
dissemination of your curriculum
• Understand the particular needs of your
targeted learners and institution
• Identified potential resources and support
• Have the introduction and part of the discussion
for publication
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Step 3: Goals and Objectives
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Overview
• Assist with the following:
– Direct choice of curriculum content
– Help identify effective learning methods
– Enable evaluation of learners and curriculum
– Suggest what evaluation methods are appropriate
– Communicate a vision
• Broad, general goals
• Specific, measurable objectives
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Goals
• Communicate the overall objective of the
curriculum
• Usually not measurable as written
• General Goal:
“Patient Safety: Residents will understand the
importance of Patient Safety Reports on
identifying potential system errors or challenges.”
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Objectives
• Further refinement of curriculum
• Direct education and evaluation methods
• Five basic elements:
Who will do how much (how well) of what by when
(1) (2) (3) (4) (5)
Example: Each resident will submit five patient safety reports, via the online
database, by the end of their inpatient family medicine rotation.
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Types of Objectives
• Current capabilities of learner
• What you want learner to achieve:
• Cognitive
• Affective
• Psychomotor
• Process or patient/healthcare outcome
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Verb Selection
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Cognitive
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Affective
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Psychomotor
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Activity #4
• Write 1-2 broad educational goals
• Write 1-2 specific measurable
objectives
• Work individually for 3 min, then share your goals and
objectives to your neighbor.
36 4 Minutes
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Step 4: Educational Strategies
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Educational Strategies
• Content and methods that will most likely
achieve the educational objectives
• The adult learner . . .
– Experience
– Pattern of learning
– Need for immediacy
– Reduced attention span
– Dialogue
– Craves feedback
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Syllabus
• Outlines goals and objectives
• Schedule of curriculum events
• Curricular resources
• Plans for assessment
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Factors to Consider
• Maintain congruence between objectives
and methods
• Use multiple educational methods
• Feasible in terms of resources
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Educational Methods
• Readings • Peer teaching
• Lectures • Supervised clinical experience
• Online resources • Reflection
• Large group discussion • Role modeling
• Small group discussion • Demonstration
• Problem based learning • Simulation
• Team based learning • Standardized Patients
• Audio/video recording and • Role Play
review
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Activity #5
• Decide on at least two methods to deliver your curriculum.
• What type of objective does this meet?
– Cognitive? Affective? Psychomotor?
• Work individually for 3 min on your curriculum, then share
your answers to your neighbor.
43 4 Minutes
Step 5: Implementation
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Overview
• Identifying and obtaining resources
• Identifying and obtaining support
• Administrative methods to support
• Identifying and addressing barriers
• Introducing curriculum pilot
• Administering curriculum
• Curriculum enhancement/maintenance
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Step 6: Evaluation and Feedback
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Overview
• Determine if goals and objectives met
• Provide information for improvement
• Assess individual achievement
• Maintain and garner support
• Serve as a basis for
presentations/publication
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Scholarship of
Curriculum Development
Scholarship Curriculum Development
Clear Goals and Aims Goals and Objectives
Adequate Preparation Problem ID, GNA, TNA
Appropriate Methods Educational Strategies
Significant Results Evaluation
Dissemination ?
Reflective Critique Evaluation
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Scholarly Activity Opportunities
• Local/Regional
• National:
– MedEd Portal
– Specialty sites
– Specialty meetings and journals
– Journals: Academic Medicine, Medical Education,
Medical Teacher, Teaching and Learning in
Medicine
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Online Resources
• AAMC: MedEd Portal
([Link])
• Specialty specific sites
• PubMed
Thomas PA, Kern DE. Internet resources for curriculum development in medical education. J Gen
Intern Med. 2004 May; 19(5 Pt 2):599-605.
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Take Away
• Kern’s six steps can be used as a framework
• Ensure problem is clearly identified
• Allot adequate time for development
• Query for existing solutions
• Objectives will drive your educational content and methods
• All steps are interrelated
• Continue to assess and refine your curriculum
• Consider dissemination of your efforts
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Questions?
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References
1. Thomas PA, et al: Curriculum Development for Medical Education – A Six-
Step Approach. Baltimore: The Johns Hopkins Univ. Press. 1998, 3rd edition,
2016
2. Lynne, Joanne: Curriculum development in 6 easy steps-for busy MED-Ed
types. Ohio State University College of Medicine, lecture presentation
accessed 15 Nov 2012:
[Link]
3. Thomas PA, Kern DE. Internet resources for curriculum development in
medical education. J Gen Intern Med. 2004 May; 19(5 Pt 2):599-605.
4. Kern DE. Curriculum development: an essential educational skill, a public
trust, a form of scholarship, an opportunity for organizational change.
Presented at Weill Cornell College of Medicine, Qatar; November 23, 2014.
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Please
complete the
session evaluation.
Thank you.
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