Curriculum Innovation: The Three Pillars

Abstract

The Michener Institute is Canada’s only postsecondary institution dedicated exclusively to education for the applied health science professions. Michener’s academic innovation strategy is focused on competency-based curriculum design, and leading edge education ensuring Best Experience Best Education for every learner. The compelling reasons for the redesign of health care education include: (1) concerns that the present medical education model is not sufficiently preparing graduates to ensure safe and effective practice, (2) potential compromise to the long-term ability of medical education delivery because of a limited number of clinical education sites, and (3) evidence that highlights the need for rigor in the assessment of competencies for health professions. The Michener Institute has taken a unique approach to address the challenges in medical education. The Academic Innovation Strategy is supported by 3 pillars which include Interprofessional Education (IPE), simulation education, and competency assessment, including assessment of readiness for clinical education. IPE is defined as “occasions when two or more professions learn together with the object of cultivating collaborative practice” (Barr, Freeth, Hammick, Koppel, & Reeves, 2000). New curriculum was developed to ensure graduate competency in interprofessionalism. Micheners’ organizational structure, use of physical resources and organizational communication patterns were redesigned to emulate the foundation principles of IPE. Simulation education provides a safe environment for learners to hone skills in communication critical thinking, crisis management, in addition to the profession-specific technical skills. Simulation provides learners with life situations where there is immediate feedback about decisions and actions in an environment tolerant of errors. By building on established simulation education expertise, Michener was able to reduce dependency on external clinical education sites. Developing authentic assessment of clinical education preparedness is not well documented. Our strategy is to develop authentic assessment to ensure that learners are prepared for clinical practice. Authentic assessment requires real-world application of skills and knowledge that have meaning beyond the assessment activity (Archbald & Newmann, 1988). Several important issues are raised and discussed in relation to the academic innovation strategy. What does an authentic assessment for readiness for clinical include? How much time is required for students to reach clinical competency? How does the curriculum design process support academic innovation? What are the research opportunities? This poster will highlight the rationale for the innovative strategy introduced by Michener, describe the strategic plan and illustrate the leading-edge curriculum design that integrates IPE, simulation education and a readiness for clinical assessment Conflict of Interest: Authors indicated they have nothing to disclose.