Pathobiology & Molecular Medicine

Transcription

1 epartment of Internal Medicine and epartment of Pathology and Laboratory Medicine College of Medicine Version 1.0: ugust 2013 Pathobiology & Molecular Medicine Program irector: Jason Blackard, Ph Program Coordinator: Heather nderson Graduate Committee: avid skew, Ph Laura Conforti, Ph George eepe, M Zhongyun ong, M, Ph nja Jaeschke, Ph Min Liu, Ph Laura Woollett, Ph

2 I. Program Overview Your program overview should incorporate the values and philosophy of the program, and the vision of what students will be able to do upon completion of the program. program overview might include a brief history and philosophy of the program, the type of students to be served, the academic environment and primary focus of the curriculum, faculty roles, the contributions to and connections with the community, the role of research, and a stated commitment to diversity and nondiscrimination. program overview should consistent with the University of Cincinnati mission statement and written with the student audience in mind What sets our program apart is the inclusion of translational research. very student must have an M on their dissertation to ensure that they know how their research will impact the clinical setting. So our philosophy is a combination of understand the basic science of the student s research coupled with a translational knowledge that can apply to clinical research of the topic. Their classes are indicative of this and include the core curriculum and department-specific required classes that are clinical, ie histology. We want our students to excel in their area of research and to be happy and satisfied with the area they will go in the future. For this reason, we give the students the opportunity to do a rotation in industry or at least one that is non-academic to assist them with their decisions. We also have them teach in some of our classes and teach in other settings if so desired by the student. The faculty is supportive and will direct research in different areas as needed, with the goal to create an environment where freedom to think outside of the box exists. s a consequence, we have been very successful with placing students after they graduate. We like to expose our students to a variety of different career options during graduate school to help them with their post-graduate career. In addition to research in an academic setting, our students are exposed to teaching (teaching younger graduate students) and research in clinical settings (a summer rotation in a company after their first year of classes if they want). We also meet with the students their first year and determine if there are any other experiences that might be useful, ie a rotation in a clinical lab at the hospital. Thus, our students are equipped to teach undergraduate or graduate students and do research in academia, clinical, and company-based settings. We strive to have a diversified student population, that is inclusive of all. Backgrounds are mostly science-related and often include some type of undergraduate research or a previous job in a science-related field. We like our students to be active in the community and have asked that they each do a community-based service every year. The goal is produce students that are engaged citizens of their community where they live and work. We also encourage interaction between students with outside activities and by partnering younger students with older students to help traverse the first years of graduate school. Students are also very involved with our recruitment and we always have a group of students take the visiting students to dinner one night, without any faculty. s a result of our efforts, our students leave UC and set a good example for the University and our program.

3 I. Program Outcomes Please include in this section your program learning outcomes as they are listed in the P-1 form in ecurriculum. If you are already planning to revise those program learning outcomes, indicate in this section which ones might be changed, and what the new program learning outcomes are likely to be. In general, learning outcomes should be measurable, assessable, or observable in some way and aligned with national standards. To provide a holistic view of the Pathobiology & Molecular Medicine (PMM) graduate program, a brief review of the program is provided below. The PMM graduate program was founded in 1996 by researchers in the epartment of Internal Medicine and the epartment of Pathology & Laboratory Medicine. This program is not department-based per se but rather includes basic science and clinical researchers from these two departments, as well as a small number of researchers from outside the two departments. Faculty researchers are not automatic participants within the PMM graduate program; rather, they are encouraged to apply for admission by submitting their curriculum vita which is reviewed/evaluated by the PMM Graduate Committee. The PMM graduate program does not grant Masters degrees only Phs, and training averages 5 years with a range of 4 to 6 years. The vision of the PMM graduate program is to train the next generation of Ph-level scientists with the skills to solve crucial problems in the understanding, diagnosis, prevention, and/or treatment of human diseases. This is accomplished by a program of study that integrates rigorous coursework in the basic biomedical sciences, mentorship by lab-based researchers, as well as practicing clinicians, and intensive discovery-based laboratory research. Program learning objectives (original - currently listed in P1 through ecurriculum): The learning outcome of the program is to produce scientists who are trained to investigate the molecular and biochemical mechanisms of disease using the most advanced scientific approaches and experimental techniques. cquire a strong foundation of knowledge in basic biomedical science. cquire a strong foundation of knowledge in translational science, emphasizing mechanisms of disease, the relationship between disease pathogenesis and the problems that confront effective diagnosis and treatments. Be able to apply techniques in basic biomedical science to solve crucial problems in the understanding, diagnosis, prevention or treatment of human disease. Program learning objectives (revised and approved by PMM Graduate Committee): Identify and describe the fundamental concepts in basic molecular biology evelop a strong and broad foundation of knowledge in translational science,

4 emphasizing mechanisms of disease, the relationship between disease pathogenesis and the problems that confront effective diagnosis and treatments Implement current laboratory techniques to conduct independent and original research in a sub-specialty within molecular biology evelop and expand practical experience in research related to molecular biology valuate the relevant literature to identify new approaches and facilitate/improve the student s own research evelop and implement effective written communication and oral presentation skills in a logical and persuasive manner to ensure success in future research, teaching, supervisory, and mentoring roles Create a career development plan that articulates both short- and long-term goals and strategies to implement achieve, and assess these goals Identify and articulate the ethical concerns relevant to the student s area of research

5 II. Curriculum/Program Map Please include in this section a grid that identifies connections that exist between required courses in this program and the corresponding program-level learning outcomes. In other words: how will program outcomes be met? This grid should further indicate the expected levels of learning at each level (whether emerging, strengthening, or achieved). The CT&L web site includes templates that you might find useful in completed this grid. Program learning outcome Required PMM courses & experiences PMM9091 PMM9090 PMM9089 PMM9083 PMM9080 PMM9079 PMM8099 PMM PMM8084 PMM8082 thics Seminar issertation efense Qualifying xam Lab Medicine ndocrine Cancer Mycology Lipids Journal Club Research Seminar Thesis Research Immunology of isease Research Rotation Histology Methods Identify and describe the fundamental concepts in basic molecular biology evelop a strong and broad foundation of knowledge in translational science, emphasizing mechanisms of disease, the relationship between disease pathogenesis and the problems that confront effective diagnosis and treatments Implement current laboratory techniques to conduct independent and original research in a sub-specialty within molecular biology evelop and expand practical experience in research related to molecular biology valuate the relevant literature to identify new approaches and facilitate/improve the student s own research

6 evelop and implement effective written communication and oral presentation skills in a logical and persuasive manner to ensure success in future research, teaching, supervisory, and mentoring roles Create a career development plan that articulates both short- and long-term goals and strategies to implement achieve, and assess these goals Identify and articulate the ethical concerns relevant to the student s area of research

7 III. Methods and Measures Please include in this section a description of the assessment methods that your program plans to use in assessing each of its program learning outcomes. These methods ideally include both direct and indirect examples of student learning, with authentic, performance-based assessment performed at all levels. One helpful guide for this section is the Program ssessment Checklist (also available on the CT&L web site), which lists and describes a variety of possible assessment measures. You might include that list and then check off any of the measures that you plan to use to assess the learning outcomes in your program. s a next step with this Checklist, identify what knowledge/skills students must be able to demonstrate at various levels at the end of each required course and upon graduation, verify that they align with your program outcomes, and describe how that alignment will be measured and assessed. For the Thesis Research, I also send an evaluation sheet at the beginning of the year to each PI to evaluate the student s progress in the lab. They are asked to return this back to me. ssessment Measures ligned with Program Outcomes Program Outcome Identify and describe the fundamental concepts in basic molecular biology ssessment Tools Students complete an oral presentation twice per year and participate in group discussions to assess at the and levels. Course/ xperience PMM9080 (Journal Club), Time Line very Responsible Person Journal club director evelop a strong and broad foundation of knowledge in translational science, emphasizing mechanisms of disease, the relationship between disease pathogenesis and the problems that confront effective diagnosis and treatments uring the qualifying exam, members evaluate the student s fundamental knowledge base at the and levels. Students complete a case presentation as an assignment that is evaluated by other students and the course director to assess at the level. fter year 1, student meets twice annually with a clinical advisor that is also a member of their thesis to develop their Qualifying exam, PMM9091 (Lab Medicine) (Thesis Research),, 2 nd year Members of qualifying exam 1 st year Course director very M member of thesis (if not the thesis advisor)

8 clinical research skills at the,, and levels Implement current laboratory techniques to conduct independent and original research in a subspecialty within molecular biology Students are required to give an oral presentation on each research rotation for all PMM students and faculty to assess at the and levels. Individual reviewers provide written feedback, while the rotation advisor also completes a standardized evaluation form that is reviewed by the Graduate irector. PMM8091, PMM8092, PMM8094 (Research rotations), 2-3 times during 1 st year Rotation advisor evelop and expand practical experience in research related to molecular biology Students give an oral presentation every 6 months as part of their ongoing thesis research. Written feedback is provided by individual members of the thesis and summarized by its chair to assess at the,, and levels. Students are required to give an oral presentation on each research rotation for all PMM students and faculty to assess at the and levels. Individual reviewers provide written feedback, while the rotation advisor also completes a standardized evaluation form that is reviewed by the Graduate irector. (Thesis Research),, PMM8091, PMM8092, PMM8094 (Research rotations), very 2-3 times during 1 st year Thesis advisor and members of thesis Rotation advisor valuate the relevant literature to identify new approaches and facilitate/improve the student s own research Students give an oral presentation every 6 months as part of their ongoing thesis research. Written feedback is provided by individual members of the thesis and summarized by its chair to assess at the,, and levels. Students complete an oral presentation twice per year and participate in group discussions to assess at the and levels. Students give an oral presentation every 6 months as part of their ongoing thesis research. Written feedback is provided by individual members of the thesis and summarized by its chair to assess at the,, and levels. (Thesis Research),, PMM9080 (Journal Club), (Thesis Research),, very very very Thesis advisor and members of thesis Journal club director Thesis advisor and members of thesis

9 evelop and implement effective written communication and oral presentation skills in a logical and persuasive manner to ensure success in future research, teaching, supervisory, and mentoring roles uring the qualifying exam, the student s written communication and oral presentation skills are evaluated by members at the and levels. Students complete an oral presentation twice per year and participate in group discussions to assess at the and levels. Qualifying xam, PMM9080 (Journal club), 2 nd year Members of qualifying exam very Journal club director Students are required to give an oral presentation on each research rotation for all PMM students and faculty to assess at the and levels. Individual reviewers provide written feedback, while the rotation advisor also completes a standardized evaluation form that is reviewed by the Graduate irector. PMM8091, PMM8092, PMM8094 (Research rotations), 2-3 times during 1 st year Rotation advisors Students given an oral presentation to all PMM students and faculty at least once year on their own research. Students receive written evaluations from all audience members to assess at the and levels. PMM8094 (Research Seminar), very Thesis advisor with input from other program faculty Create a career development plan that articulates both short- and long-term goals and strategies to implement achieve, and assess these goals Students give an oral presentation every 6 months as part of their ongoing thesis research. Written feedback is provided by individual members of the thesis and summarized by its chair to assess at the,, and levels. s an on-going component of their thesis research, they are required to written peer-reviewed manuscripts and may participate in grant writing with their thesis advisor as necessary. uring their 1 st year, students write an Individualized evelopment Plan that is reviewed by the 1 st year advisor and the Graduate irector to assess at the level. (Thesis Research),, PMM8091, PMM8092, PMM8094 (Research rotations) very Once during 1 st year and once during 2 nd year Thesis advisor and members of thesis 1 st year advisor + thesis /advisor

10 Identify and articulate the ethical concerns relevant to the student s area of research In all subsequent years, the Individualized evelopment Plan is revised annually in collaboration with the thesis advisor and reviewed by the thesis members and the Graduate irector to assess at the and levels. Students given an oral presentation to all PMM students and faculty at least once year on their own research. Students receive written evaluations from all audience members to assess at the and levels. (Thesis Research), thics seminar, (Thesis Research), Once after Year 2 but just prior to dissertation defense Thesis advisor with potential input from thesis members 1 st year Course director very Thesis advisor and members of thesis

11 IV. ssessment Infrastructure Please include in this section a description of the process by which your program intends to assess its learning outcomes. escribe which program faculty will be charged with overseeing the execution of the assessment plan as well as the ways in which they will carry out that charge, including a description of the planned timeline for assessment. Identify what kinds of administrative support will be available for those faculty Please note that assessment plans should be capable of producing reports annually based on their review of the relevant data from their programs. The work of your faculty might also be coordinated and aligned with similar assessment efforts at the college and institutional levels. The PMM ssessment Committee will include all members of the PMM Graduate Program Committee. The PMM Graduate Program Committee consists of 3-4 members each from the epartment of Internal Medicine and the epartment of Pathology & Laboratory Medicine, the Program irector, and the Program Coordinator. This meets ~3 times per and once during the summer. The PMM ssessment Committee will 1) review the program s overall assessment plan annually, 2) review the program s curricular activities every 3 years, and 3) implement programmatic requirements (including the assessment plan) required by the University of Cincinnati and the College of Medicine. The epartment of Internal Medicine s ducation Council and the two epartment chairs will be updated on the PMM ssessment Committee s recommendations. Course-specific grades will be collected by the individual course directors in xcel spreadsheets and ed to the Program irector and the Program Coordinator. fter an initial review of these data, they will be shared with the PMM ssessment Committee. Noncourse data (e.g., research rotation and thesis research evaluations) are collected by individual research rotation or thesis advisors. Individual evaluations and a summary statement written by the thesis chair and/or thesis advisor in the case of thesis research evaluations are collected by the Program Coordinator and reviewed by the Program irector. Standardized forms are already being utilized for these non-course evaluations. dditionally, qualitative data are collected at several points throughout the year, including by the 1) Program irector as part of an annual focus group with all students in the PMM program, 2) the 1 st year advisor in his/her 2-3 information meetings with 1 st year students, and 3) faculty member that facilitates the qualifying exam process. We do not currently have students complete self-evaluations; however, such an assessment will be discussed by the PMM Graduate Committee during the academic year and implemented if deemed appropriate.

12 ssessment data will be reviewed by the Program irector and the PMM ssessment Committee annually. Individual course syllabi are collected annually by the Program Coordinator and kept on file. Individual course syllabi are reviewed by the PMM ssessment Committee every 3 years, while students provide course-specific feedback annually as part of the focus group session between all program students and the Program irector. Specific recommendations are made about revising whether a particular course is required, recommended, or optional. These recommendations are reviewed and discussed by the PMM ssessment Committee and voted upon. ll approved recommendations are implemented in the following academic year. dditional evaluation of individual courses, as well as the entire PMM curricular (and optional) offerings, is discussed in annual focus groups with all PMM students, the Program irector, and the Program Coordinator. Typically, ~70% of students participate in this event. Open-ended questions are asked of students about the program s effectiveness, strengths, and weakness. Targeted questions are also asked about individual courses when concerns are raised informally with the Program irector and/or the Program Coordinator. The end result of this focus group discussion is an electronic document outlining the major issues with potential action items suggested directly by the students. This document is reviewed annually with the PMM Graduate Committee and an ction Item list is generated ranked by priority when possible. epending on the complexity of the issue, individual items may be addressed immediately by the Program irector or revised slowly over the next 2-3 academic years when possible. The service work associated with a consistent and implementable program assessment is substantial. Service-related activities are currently documented in the Faculty Workload document, as well as the Faculty nnual valuation. Service activities are discussed in the department s RPT guidelines. However, this does not imply that these activities are appropriately recognized or appreciated. This simple fact could limit the long-term implementation of the assessment plan described in this document if not addressed directly by the respective department chairs, the ean of the College of Medicine, and the Provost s Office. t the beginning of each (including the summer for Research Rotations), faculty will be informed of the need for course evaluation/assessment via from the Program Coordinator. t the end of each, the course evaluation/assessment data will be collected using an on-line survey tool by the Program Coordinator. dditional performance metrics are also captured in the GR reports produced by the Office for Graduate ducation. one-month period will be used to compile and summarize the assessment data as needed by the Program Coordinator. The Program irector will review the summarized data within 2 weeks. The assessment data will be reviewed by the PMM ssessment Committee within 3 months of the end of the previous.

13 Because the PMM is not a department-based graduate program and the majority of faculty in the epartment of Internal Medicine and the epartment of Pathology and Laboratory Medicine do not directly participate in the program, assessment data are not reviewed directly with faculty during faculty meetings. Follow-up discussions with faculty teaching required courses/experiences will occur within 3 months of the end of the previous if the course/experience has defined deficiencies that the PMM ssessment Committee would like addressed and/or significant student complaints were presented during the annual focus group meeting between all PMM students and the Program irector. There is limited administrative support and no faculty support for the implementation of this ssessment Plan or the annual reports that are expected from this plan. The Program irector is paid ~5% effort to serve in this capacity, although the actual effort is more like 20%. The Program Coordinator is a 1.0 FT position; however, she is completely booked with administrating the program itself; thus, this represents an additional task. The most important deficit in implementing this ssessment Plan is the lack of Course irector time to collect the assessment data in a meaningful and analyzable manner and the lack of PMM Graduate Committee time to review these data adequately given other programmatic priorities.

14 IV. Findings Here you will describe and explain in this section any multi-year patterns and trends that your assessment efforts have identified, including a description of any relevant relationships to national standards.

15 V. Use of Findings In this final section, you will describe how your program intends to make use of the program-level assessment data it has gathered. How will this information be presented to and discussed among the faculty? How might this data or these discussions result in review and possible revision of course or program learning outcomes and pedagogical strategies?