Medical Educator Minute | Using a framework to design curriculum

As a faculty member or senior resident/fellow, you may be responsible for teaching a new topic to trainees or colleagues. Those new to medical education often begin by developing a lecture or learning exercise on the topic. However, research in medical education demonstrates that there is much more to teaching and learning than content. Using a framework for curriculum design can ensure you are using best practices when developing new teaching materials. There are many frameworks in the literature for curriculum design, including Kern’s Six Steps to Curriculum Development, the 4-D’s Framework, Universal Design for Learning (UDL), and curriculum mapping among others. Each of these frameworks have the following concepts in common:

  • Establishing an explicit and clear learning purpose – this is not just about writing the learning objectives, but understanding the goal, what should your learners know or do?
  • Needs Assessment – understanding your learners, what do they already know or do, and understanding the scope of the gap between the ideal and current state.
  • Designing curriculum by selecting an educational strategy that aligns with the gap – what prevents your learners from reaching the ideal state? Is it a knowledge gap? Skills gap? Confidence gap? Design a curriculum that aligns with the specific needs of your learners.
  • Implementation – thinking about available resources, barriers, and culture in your setting, implement the curriculum in a way that is feasible for your learning environment.
  • Evaluation – it’s important to measure outcome goals that align with your learning purpose, whether that is an increase in knowledge or skills, or a change in practice behavior.

Using an established framework to guide the development of your educational sessions helps ensure your efforts accomplish your intended outcomes. For more specific information and guidance, check out these resources:

 

February 4: ACGME Survey Prep Sessions

June 12: PGY-1 Orientation

People Profile – Dr. Abigail Solorio

Abigail Solorio, MD, (PGY 2; Family Medicine)

Abigail Solorio, MD, (PGY 2; Family Medicine) encourages her fellow residents to embrace the learning process and to remember that the experiences that may feel like setbacks are often the ones that propel you forward.

She also stresses the importance of keeping patients at the center of everything you do.

“A lot of the learning comes not only from our attendings but our patients as well. It’s not just about the medical knowledge, but rather about understanding your patients’ stories—connecting with them and helping them navigate a healthcare system that can sometimes feel impersonal and disconnected.”

Growing up in a Spanish-speaking household in Phoenix, Arizona, Dr. Solorio observed the language and cultural barriers that many people face when seeking medical care. She also came to understand the challenges faced by vulnerable populations, particularly those without access to quality medical care.

“These valuable insights fueled my desire to become a physician—someone who could be a voice for people like my family, my neighbors, and my community,” she explains.

Dr. Solorio enjoys building relationships with her patients, navigating their challenges together, and empowering them to take control of their health. As a bilingual family medicine physician, she’s thankful for her ability to communicate with patients in their native language, which she says fosters a level of trust and understanding that can be the difference between a successful treatment plan and a missed diagnosis.

In her role as education chief for the MedStar Health—Georgetown/Washington Hospital Center Residency Program in Family Medicine, Dr. Solorio organizes weekly didactic sessions for residents and medical students. She also works closely with faculty to promote wellness and create a learning environment where residents feel comfortable sharing challenges and successes.

“Prioritizing mental health and well-being is something we must be intentional about,” she says. “Making space for rest, reflection, and open conversations about well-being allows us to stay connected to the passion that brought us into medicine.”

Dr. Solorio uses her time off to recharge and experience the world outside of work. Sometimes this means relaxing on a beach somewhere or traveling to a new city or country. Other times, it’s discovering a new workout studio in D.C., taking a Pilates or boxing class, or enjoying the peace and quiet of a museum like the National Portrait Gallery.

Shout Out! to Dr. David Muwanga

A heartfelt congratulations to Dr. Muwanga (PGY-1, D.C. General Surgery Program) for his unwavering dedication to our patients! A grateful family nominated him for a SPIRIT Award, recognizing his exceptional care and describing him as “kind, cheerful, professional, and incredibly polite.”

Moments like this reaffirm why we have dedicated our lives to serving others. We are beyond grateful for the compassion and commitment of our residents. Thank you, Dr. Muwanga, you exemplify the very best of us!

People Profile – Dr. Adam Hood

Adam Hood, MD, (PGY 2; Family Medicine)

Adam Hood, MD, (PGY 2; Family Medicine) says the beauty of family medicine is being able to make a significant impact in a patient’s life by taking an interest in who they are and attempting to understand and treat the person, not just the disease.

As a family medicine resident at MedStar Health–Georgetown/Washington Hospital Center, Dr. Hood describes his day-to-day as taking care of patients, in both inpatient and outpatient settings, across all walks of life and all demographics—everyone from pregnant patients and their babies to young children and the elderly. Being able to interact with and serve so many different types of people is what Dr. Hood loves most about his job.

This aspect of his work, however, has also helped shape his hope for the future of medicine in the United States—one where there is greater health equity. Dr. Hood acknowledges that a lot of good work has already been done on this front, but there is still significant progress to be made.

“I have patients who have to choose between paying for medications or paying for food or rent, or who would benefit from a certain medication but, because of their insurance or lack of insurance, aren’t able to afford it,” he says.

While Dr. Hood may have briefly considered careers outside of medicine—or even other specialties—where he landed may have, ultimately, been predestined. After all, both of his parents are primary care physicians in his hometown of Lubbock, Texas.

Prior to beginning his residency at MedStar Health, Dr. Hood says he had never lived outside of the state of Texas. But he emphasizes how fortunate he feels to have ended up in his program, where, he says, everyone is committed to helping each other become the best family medicine physicians they can be. He’s also thankful for his cohort of supportive residents, who help each other grow personally and professionally.

Dr. Hood says that his cohort regularly checks in with each other, whether through quick texts or more intense heart-to-hearts, and the advice he offers his fellow residents is to make sure they are prioritizing their health.

“Our jobs are to focus on the health of others, so our own health and well-being can get brushed to the side. You will be the best version of yourself as a doctor if you prioritize your own physical and mental health. As one of our attendings, Dr. Kirk, likes to say, ‘You can’t pour from an empty cup.’”

Outside of work, Dr. Hood “fills his cup” by staying active, exploring all of DC’s amazing parks and museums with his wife, and discovering new area restaurants.

Medical Educator Minute – Mentorship in Health Professions Education

In health care, mentorship is crucial for professional and personal growth. Mentors have a multifaceted role for trainees, including improving knowledge and skills, shaping attitudes, helping to achieve goals, developing professional networks, and promoting well-being.

Successful mentoring provides adequate support while also challenging the mentee, as this leads to a growth mindset. Mentorship aims to provide support in three domains:

  1. Canonical competence: a foundational knowledge base
  2. Contextual competence: ability to apply knowledge and skills
  3. Personal competence: focused on quality and satisfaction in practice

Considering the time constraints and diverse needs of mentees, modern mentorship models can significantly enhance their growth. Speed mentoring offers mentees the chance to connect with multiple experts in a short timeframe, receiving tailored advice about specific challenges while gaining diverse perspectives on a single issue or question. Meanwhile, peer and group mentoring fosters structured discussions around shared work-related topics, simultaneously building a professional network enriched by insights from individuals at varying career stages.

Practical strategies for mentors:

  • Promote psychological safety by getting to know the mentee as a person
  • Understand the mentees personal and professional goals
  • Set an agenda with goals and expectations for meetings
  • Allow for open reflection on challenges and debrief solutions
  • Keep track of mentee successes
  • Facilitate reflections and learning portfolios
  • Provide support with networking

Practical strategies for mentees:

  • Communicate your interest to potential mentors
  • Create specific long and short-term goals and think about a feasible timeline
  • Discuss personal strengths, weaknesses, and challenges
  • Be prepared to be challenged
  • Reflect on progress towards your goals
  • Set agendas and action plans to meet goals

Subha Ramani, Rashmi A. Kusurkar, Johnny Lyon-Maris, Eeva Pyörälä, GaryD. Rogers, Dujeepa D. Samarasekera, David C.M Taylor & Olle ten Cate (2024) Mentorship inhealth professions education – an AMEE guide for mentors and mentees: AMEE Guide No. 167, Medical Teacher, 46:8, 999-1011, DOI: 10.1080/0142159X.2023.2273217