S.E. Stumbar is assistant dean for clinical education and assistant professor of humanities, health, and society, Florida International University Herbert Wertheim College of Medicine, Miami, Florida. D.R. Brown is vice chair, chief of family and community medicine, and associate professor of humanities, health, and society, Florida International University Herbert Wertheim College of Medicine, Miami, Florida. C.S. Lupi is associate dean for assessment and evaluation and professor of clinical science, Kaiser Permanente School of Medicine, Pasadena, California.
Acad Med. 2020 Jan;95(1):77-82. doi: 10.1097/ACM.0000000000002891.
In 2014, medical students at the Florida International University Herbert Wertheim College of Medicine (FIU HWCOM) first drew attention to perceived gaps in the sexual health curriculum. The authors used Kern and colleagues' model for curriculum development to review and update the existing curriculum.
To develop longitudinal sexual health curricular objectives for undergraduate medical education (UME), the authors reviewed existing specialty- and organization-specific objectives. Then, an iterative process guided by clear criteria was used to develop feasible objectives, which were refined through stakeholder feedback. As these objectives were being finalized in 2017, UME sexual health competencies were first published; the authors mapped their objectives to these, as possible. The medical school's course activities and assessments were mapped to the authors' sexual health objectives to identify curricular gaps and unplanned redundancies.
This process resulted in 12 sexual health curricular objectives that are adaptable by other institutions. In mapping the FIU HWCOM curriculum to these objectives, specific gaps and assessment weaknesses emerged. With stakeholder support obtained through a strong curricular management structure, the work of modifying content to address gaps has begun.
New assessments specific to these sexual health objectives are needed, especially within the clinical curriculum. Assessment of these objectives may be strengthened through the development of new sexual-health-related entrustable professional activities (EPAs) nested within the broader Core EPAs for Entering Residency being piloted. When data on learning outcomes are available, the process of targeting curricular improvement will begin.
2014 年，佛罗里达国际大学赫伯特·沃特海姆医学院（FIU HWCOM）的医学生首次注意到性健康课程中存在明显的差距。作者使用 Kern 及其同事的课程开发模型来审查和更新现有课程。
为了制定本科医学教育（UME）的纵向性健康课程目标，作者回顾了现有的专业和组织特定目标。然后，通过明确的标准使用迭代过程来制定可行的目标，并通过利益相关者的反馈进行完善。当这些目标在 2017 年最终确定时，首先公布了 UME 性健康能力；作者将其目标映射到这些目标上。该校的课程活动和评估被映射到作者的性健康目标上，以确定课程差距和计划外的冗余。
该过程产生了 12 个可适应其他机构的性健康课程目标。在将 FIU HWCOM 课程映射到这些目标时，出现了具体的差距和评估弱点。在通过强大的课程管理结构获得利益相关者的支持下，开始着手修改内容以解决差距问题。
需要针对这些性健康目标制定新的评估，特别是在临床课程中。通过开发嵌套在正在试点的进入住院医师规范化培训的核心 EPAs 中的新的与性健康相关的可委托专业活动（EPAs），可以加强对这些目标的评估。当获得学习成果的数据时，将开始针对课程改进的过程。
