Using Outcome and Evaluation Data

The Program Evaluation Pillar of the Office of UME promotes institutional excellence by understanding the educational needs and experiences of students at the institution and providing faculty with actionable information that can be used to further curricular effectiveness. Beyond gathering, analyzing, and disseminating data, the pillar provides resources and support to faculty in their efforts utilizing findings to improve teaching and foster student learning at the institution. In achieving the primary objectives of the pillar and the office, the Program Evaluation Pillar supports, implements, and facilitates aspects of a comprehensive schematic for program evaluation at the institution.

Components of the Curriculum

Academic Standards Committee Review (ASC). During the ASC review process, a diverse multi-disciplinary review team, including basic science and clinical faculty, medical students, and educational staff, examine documents (e.g., syllabi) and outcomes and evaluation data (e.g., course evaluations, exam scores, AAMC GQ). They then present a summary of their findings to committee members at a committee meeting to allow for further dialogue and reflection regarding findings and potential areas in need of attention. Following this thorough review, the review team leader, ASC Chair, and Director of Program Evaluation for UME meet with course/clerkship directors to share the review team’s findings and recommendations in an effort to promote further dialogue and reflection on potential action plans. Multiple action plans to improve teaching and better promote student learning have stemmed from these systematic reviews.

Instructor Review Process. The Instructor Review Process is a process that was designed and implemented to: (a) recognize faculty who receive exemplary scores on their individual instructor evaluation(s); and (b) provide resources and support to those faculty members who receive less than satisfactory scores on their individual instructor evaluation(s). If a faculty member receives less than satisfactory scores, the Director of Program Evaluation for UME contacts the center director, department chair, and/or course director of the faculty member to better understand how to best support the individual faculty member and promote collaboration in potential efforts. The Director then contacts the individual faculty member directly to discuss what went well during the academic year, what could have been improved, and what action plans will be implemented to improve instruction.

Phases of the Curriculum

The institution’s review of the phases of the curriculum consists of distinct annual retreats for two sub-committees of the Curriculum Council Steering Committee: (a) the Basic Science Component Sub-Committee Retreat; and (b) the Clinical Component Sub-Committee Retreat. Prior to these half-day retreats, committee members, which includes faculty, medical students, and educational staff, are provided with outcomes and evaluation reports prepared by the Program Evaluation Pillar. The retreats are designed to promote collaboration through small group work. This includes identifying the strengths and areas in need of attention in the basic science/clinical curriculum as well as questions that remain about the curriculum. The sub-committee chairs facilitate a large group discussion where a representative from each small group shares the group’s observations and the committee develops action plans for the upcoming academic year and a timeline for implementation.

Entire Curriculum

During the half day Curriculum Council Steering Committee (CCSC) Retreat, after an overview of the agenda and goals for the retreat, the ASC Chair, the Basic Science Component Sub-Committee Chair, and the Clinical Component Sub-Committee Chair present key findings and action plans from their reviews as well as areas where the CCSC can support their efforts in the upcoming academic year. Committee members of the CCSC, which includes faculty, students, and educational staff, will identify potential areas of redundancy in the key findings and action plans that allow for collaboration across committees/departments. The CCSC also reviews additional outcomes and evaluation data and engages in a large group discussion on key findings and potential action plans to improve undergraduate medical education.