Case Study: Providing guidance using Kern’s six-step curriculum development model

• In Event: Varieties of Master of Education in the Health Profession Capstone Experience: Standards and Creativity

Abstract

Objective/purpose: To share elements of exemplar capstone projects/experiences that may help inform future work.
Perspective/theoretical framework: Military medicine requires that learners be trained in unique contexts that prepare them for practice in austere environments. In response, military unique curricula (MUC) have become an area of focus for educators in this space. Thus, military medical educators have relied on Kern’s six-step curriculum development model to guide their work.
Methods/techniques/mode of inquiry: Given the exploratory nature of much of the MUC arena, capstone projects have largely honed in on general and targeted needs assessments, i.e. the first two steps of Kern’s model. These needs assessments have come to life through quantitative, qualitative, and mixed methods approaches, using surveys, semi-structured interviews, focus groups, nominal group technique, and/or Delphi methods.
Data sources/evidence/objects/materials: Successful culminating projects have analyzed survey data and interview/focus group transcripts to meet their objectives.
Results/conclusions: Culminating projects have yielded valuable insights that have informed the next steps of curriculum development, albeit contextualized to a learner’s time and place. In military medicine, this crucial step is important in order to justify time for health professions educators to build out their curriculum.
Significance: While military medicine is a unique context, culminating projects across HPE operate in variable environments and settings and sharing best practices can help illuminate how one might borrow, tweak, and/or replicate tried and true strategies and techniques.

Authors

• Michael Soh, Uniformed Services University of the Health Sciences

• Anita Samuel, Uniformed Services University of the Health Sciences