PEDIATRICS Vol. 106 No. 1 Supplement July 2000, pp. 216-222

PEDIATRIC EDUCATION:
A National General Pediatric Clerkship Curriculum: The Process of Development and Implementation

Received Sep 29, 1999; accepted Feb 10, 2000.

Ardis L. Olson^*, Jerold Woodhead, Roger Berkow^§, Nancy M. Kaufman, and Susan G. Marshall^¶

From the ^* Department of Pediatrics, Dartmouth/Hitchcock Medical Center, Lebanon, New Hampshire;  Department of Pediatrics, University of Iowa School of Medicine, Iowa City, Iowa; ^§ University of Alabama Birmingham, School of Medicine, Birmingham, Alabama;  Department of Pediatrics, University of California, San Diego, La Jolla, California; and ^¶ Department of Pediatrics, University of Washington School of Medicine, Seattle, Washington.

Objective.  To describe a new national general pediatrics clerkship curriculum, the development process that built national support for its use, and current progress in implementing the curriculum in pediatric clerkships at US allopathic medical schools.

Curriculum Development.  A curriculum project team of pediatric clerkship directors and an advisory committee representing professional organizations invested in pediatric student education developed the format and content in collaboration with pediatric educators from the Council on Medical Student Education in Pediatrics (COMSEP) and the Ambulatory Pediatric Association (APA). An iterative process or review by clerkship directors, pediatric departmental chairs, and students finalized the content and built support for the final product. The national dissemination process resulted in consensus among pediatric educators that this curriculum should be used as the national curricular guideline for clerkships.

Monitoring Implementation.  Surveys were mailed to all pediatric clerkship directors before dissemination (November 1994), and in the first and third academic years after national dissemination (March 1996 and September 1997). The 3 surveys assessed schools' implementation of specific components of the curriculum. The final survey also assessed ways the curriculum was used and barriers to implementation.

Outcomes.  The final curriculum provided objectives and competencies for attitudes, skills, and 18 knowledge areas of general pediatrics. A total of 216 short clinical cases were also provided as an alternative learning method. An accompanying resource manual provided suggested strategies for implementation, teaching, and evaluation. A total of 103 schools responded to survey 1; 84 schools to survey 2; and 85 schools responded to survey 3 from the 125 medical schools surveyed. Before dissemination, 16% of schools were already using the clinical cases. In the 1995-1996 academic year, 70% of schools were using some or all of the curricular objectives/competencies, and 45% were using the clinical cases. Two years later, 90% of schools surveyed were using the curricular objectives, 88% were using the competencies, 66% were using the clinical cases. The extent of curriculum use also increased. Schools using 11 or more of the 18 curriculum's knowledge areas increased from 50% (1995-1996) to 73% (1996-1997).

Conclusion.  This new national general pediatric clerkship curriculum developed broad support during its development and has been implemented very rapidly nationwide. During this period the COMSEP and the APA have strongly supported its implementation with a variety of activities. This development and implementation process can be a model for other national curricula.  Key words:  medical education, pediatrics, curriculum, generalism, implementation, clinical teaching, medical students, pediatrics.

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