1. What is DICC?
2. Why is DICC needed?
3. Integrating the Competencies
4. Expanding the Curriculum Faculty
5. Plan to Share
1. What is the Dermatology Integrative
Competency Curriculum?
The dermatology integrative competency curriculum
is case-based learning that uses a patient problem as
a stimulus for learning appropriate dermatology subjects.
Compared to traditional memory-based or didactic learning,
the integrative competency curriculum is thought to be
more effective for creating a usable body of knowledge
in the mind of the learner. In addition, it allows identification
and assessment of competently discussed case objectives
categorized into one or more of the ACGME defined competency
areas. In the integrated competency curriculum, the problem
is encountered first in the learning process and serves
as a focus or stimulus for learning. The primary educational
goals of the dermatology integrative competency curriculum
are to acquire an integrative body of knowledge related
to the problem and to develop and apply critical thinking,
problem solving and self-directed life-long learning skills.
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2. Why Integrative Competency Curriculum? Adult
Learning Theory.
Dermatology residents have learning style preferences
consistent with adult learners. Many programs may wonder,
"If it isn't broke, why fix it?" There are two main answers
for that question. First, we have to meaningfully incorporate
core competencies into our curriculum and, second, our
learners are adults, not children. The characteristics
of dermatological knowledge is immense and constantly
changing. Decision-making, reasoning and problem solving
are critical cognitive processes in dermatology practice.
Dermatology education extends over the lifetime of the
individual, so we need to create a resourceful, efficient,
life-long learner. This brings us to the theories of adult
learning and brings up a new term to review - andragogy.
Adults have different learning styles than children. Throughout
most of primary, secondary and undergraduate education,
and even in many medical schools, pedagogical learning
styles prevail. The word pedagogy has its roots in the
art of teaching children. Andragogy is a term coined by
Dr Malcolm Knowles, one of the central figures in US adult
education in the second half of the Twentieth Century.
Andragogy refers to the art of teaching adults. The reason
for the new term was to stress the fact that adults learn
differently than children.
There are five main qualities of adult learners. The first
is self-direction. Adult learners tend to prefer having
a hand in deciding what they need to know. Adult learners
are in general experience oriented. Many might consider
the entire clinical learning process of dermatology residents
to be an excellent example of experience-oriented adult
learning. Adult learners are internally motivated. Adults
will pursue knowledge for knowledge's sake, or because
of relevance to their chosen area of interest. They do
not do it because of a score or a grade. They seek knowledge
to improve themselves. Adult learners look for immediate
application. Knowledge that has no obvious relevance will
often be lost shortly thereafter in the mind of the adult
learner. So many facts fill the minds of the adult, but
only the most relevant and applicable knowledge will have
a tendency for long-lasting resilience. And, finally,
adult learners tend to prefer problem-centered learning
rather than content-oriented learning. Information, concepts,
and skills are put in the memory in association with a
problem, allowing material to be recalled more easily
when the adult learner is faced with another related problem.
Thus, information obtained in the context of a problem
is far better retained than that information passively
obtained out of context.
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3. Integrating the Competencies
With each learning session and with each case,
faculty, facilitators and dermatology learners would discuss
relevant patient-related applicable information and scenarios
to further develop the resident's self-directed competency
in a meaningful, applicable, problem-centered fashion.
With each case, competently discussed questions and objectives
are documented and summarized each in one or more of the
six competency areas. Thus, the dermatology integrative
competency curriculum serves as a potent format for identifying,
teaching and assessing the competencies.
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4. Expanding the Curriculum Faculty
Key dermatologists with various backgrounds and specialty
areas of interest are involved with the curriculum development
faculty. They include experts in general and medical dermatology,
pediatric dermatology, dermatology surgery, dermatopathology,
basic science, and cosmetic dermatology.
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5. Plan to Share
The intent of this project has always been to share a
vision and what I believe to be a better way of learning
and a better way of creating a body of knowledge usable
in the future in the mind of the learner. For those programs
who would like to try this, I would like to offer free
access to our online site. User identification and passwords
will be given only so that we may help your program keep
track of all competently discussed objectives and questions.
We will also look forward to your comments, suggestions,
and case developments of your own. The feedback from other
programs will be very important for us to maximize resident
competency.
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Continue to Next Section: Curriculum
Process
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