Thread by @tami_morg

Hello all! I am excited to present “Time to move from “push” to “pull”: A collaborative process for implementing movement behaviour curricula in undergraduate medical education”
- Tami Morgan, Queen’s University @QueensSKHS @Queensu
3rd year PhD Candidate
#MCGConf2021CP

If you research or practice #PhysicalActivity in #MedEd, you may recall a number of “calls to action” issued over the years, “pushing” for medical schools to add physical activity to their overextended curricula—for more, see @CmejEditor editorial below & Part B soon in 12(5)

These calls to action have recommended that new objectives and learning hours be added to the curriculum, when medical educators have stated that they do not have time. Unsurprisingly, few medical schools have sustainably implemented physical activity in their curricula.

What is needed is a new process for developing minimally invasive yet effective curricular content that recognizes the competency-based structure and full complexity of undergraduate medical education, particular in regards to educational inflation.

But is “adding” physical activity to the curriculum still sufficient, or even appropriate? We would argue not. With the release of @CSEPdotCA Canada’s 24-Hour Movement Guidelines, curriculum renewal efforts focusing on physical activity alone are no longer adequate.

The 24-Hour Movement Guidelines for Adults include recommendations on #PhysicalActivity, #SedentaryBehaviour, and #Sleep and focus on the integration of these movement behaviours over a 24-hour day for the promotion of optimal health and prevention of disease #WholeDayMatters

So, how do we expect medical schools to incorporate movement behaviour content when their curricula are overtaxed? This is the issue we are aiming to solve by establishing a novel curriculum mapping process in partnership with the Queen’s School of Medicine @QueensUGME

We are applying a “pull” model of curriculum change using integrated knowledge mobilization, where curriculum stakeholders have been equal collaborators since the research question stage of our work to enhance the applicability of our research.

With the Educational Developer of undergraduate medicine @TheresaSuart, we have begun a two-phased curriculum scan to identify learning events related to the 24-Hour Movement Guidelines, create a curriculum “map”, and gather stakeholders’ feedback on this integrated process.

Phase 1 involved the Educational Developer @TheresaSuart strategically searching the learning management system for formal learning events (like lectures). Phase 2 involved stakeholders completing an online survey to list any additional, informal events, like #MovementBreaks

Using the curriculum scan findings, we have created a competency-based curriculum map (in-progress) that integrates the #24HourGuidelines amidst existing content to minimally disrupt curricular time, rather than recommending hours of new content.

The map follows principles of curriculum alignment by Biggs et al. and Competency-Based Medical Education #CBME by Frank et al. to align new 24-Hour Movement Guideline content within existing objectives and outcomes as per the @QueensUGME Competency Framework.

The completed curriculum map will undergo further stakeholder feedback using the #DelphiMethod to gain consensus on the utility of the integrated mapping process for identifying and targeting gaps in the curriculum. Stay tuned!

In sum, we hope to offer a novel process for integrated curriculum renewal that considers the full complexity of the medical education context, leading to more relevant and sustainable changes that can inform renewal efforts in other medical curriculum topics.

Thank you to my co-authors @TheresaSuart, Michelle Fortier, and @JennTomasone for their support in building a novel, integrated process for competency-based curriculum renewal. For more on this topic, watch and visit csepguidelines.ca

Apologies, the link to the CSEP website appears to be broken at the moment - hopefully it's back up soon! You can visit their profile @CSEPdotCA