(This workshop was held on March 25 to 27, 2010, at Hotel Kimberly, Tagaytay City, Cavite.)
By MARIA PETRINA S. ZOTOMAYOR, MD Secretary, Curriculum Committee, SY 2009-2010
The discipline-based, synchronized curriculum was first implemented in SY 2006-2007, with the incoming freshmen who are now in junior internship. As such, an evaluation of the four years of implementation vis-à-vis the standards or indicators of success was deemed important and necessary.
At the end of the workshop, the participants were expected to:
Prior to the workshop, the faculty was asked to evaluate the various courses handled by the different departments, following the format developed by the Curriculum Committee. These reports were collected, clarified and summarized by the Year-Level Coordinators. Students in all year levels were likewise requested to evaluate all relevant aspects of the curriculum pertaining to their year level, using a similar evaluation form. These were summarized by selected student representatives for each year level.
On Day 1, after an overview on concept maps, the participants were divided into three groups, each tasked to make a concept map for one of the following organ systems: GIT, CVS and CNS. In the afternoon, student representatives from each year presented their assessment of curriculum implementation. Dr. Gabriel Martinez conducted an occupational climate evaluation (OCE), the results of which were reported on Day 2.
On Day 2, the four year-level coordinators summarized the faculty's evaluation of each of the year levels. Dr. Grace Brizuela presented an assessment of the extent to which the resolutions and action plans developed in the 2009 workshop were achieved. Lectures on patient safety were delivered, after which the participants were split into four groups to develop resolutions and action plans for each year level. These were later presented in a plenary session.
On Day 3, lectures on the evaluation of clinical skills, communication skills and professionalism were echoed to the group, followed by the presentation of the resolutions for SY 2010-11.
To improve the rate of accomplishment of the resolutions for SY '10-11, it is recommended that they be carefully and periodically examined to make certain that they are being implemented. This may be done at the departmental level, at the level of the Curriculum Committee, the MEU and the Dean's Office.
To be able to assess and improve the implementation of the synchronized, discipline-based curriculum, concept maps for each of the 12 identified organ systems should be completed within the year, using the three concept maps developed at the workshop as starting points. Once these are reviewed and accepted, they should be followed by all disciplines.
To improve the curriculum, teaching gaps identified (Neurology, Anesthesiology, Radiology, Substance Abuse, Patient Safety, Geriatrics, Professionalism) should be filled and these changes should be incorporated in the Instructional Designs of the disciplines concerned, with appropriate changes in schedules, activities and evaluation methods.
The knowledge gained in evaluating clinical and communication skills should be used and incorporated appropriately into the medical curriculum.
The workshop was successful in achieving its objectives, with the following output:  resolutions and action plans for SY '10-11 for each year level and  drafts of concept maps in three organ systems: CVS, CNS and GIT.
Attendance to the workshop was good, with 58 faculty members and eight students. Based on the Organizational Climate Evaluation, 39 faculty respondents believed trust levels and cooperative spirit are high despite being under-compensated and not being adequately recognized for the amount of work they put into the academe. Punctuality and completing tasks on time appeared to be a problem. It was generally felt that while not enough resources are allotted to excellence and toward the welfare and well-being of the College's employees, respondents believed that the institution takes care of their professional development while setting high standards of performance. However, the respondents did not believe in the leadership's ability to deliver on its promises.
While it was generally accepted that the process of curriculum evaluation and subsequent implementation of the changes recommended were more systematic this year than in previous years, a lot still remains to be done. Since the accomplishment rate was only less than 50%, a number of previous resolutions had to be carried over to this coming school year's. The OCE gave an indication of the possible reasons for this.
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