Curriculum/Course Development for Learning

Process Map/Check List & Time Table

(References to LD Program Design Guide in Orange)

 Projected Launch Date: ______

 Solutions to Challenges/Problems: Zimmer implants and surgical procedures have been developed to provide specific solutions to specific problems. (P & S Work Sheet & p. 9-11)

Meet with the Zimmer internal product/business experts and MedEd personnel to identify and clarify the following:

 The specific problems/issues that led to the development of the new implant, improvement, and/or surgical procedure. List these on P/S Worksheet

 The specific design and/or surgical solutions/improvements provided by the Zimmer products and procedures. List these on P/S Worksheet

 The theory and scope of the system

 Critical content topics, sub topics, & potential objectives recommended for learning

 Clinical & scientific research/abstract data through our experts

 The range of audiences(HCPs) targeted for course development

 Potential course design implications/options for e-instruction and mobile apps.

 Studies/resources that can be cited in the course materials/presentation

 Review proposed training plan

Meet with the product/procedures experts (developer and/or SME) to discuss the new course(s), review the business experts input, review the P/S Worksheet and Faculty Brief, and establish a course framework for the scope of the course(s) based on the above bullets.

 Course Description:

Develop a course description for brochures, announcements, & course materials that identifies the problem(s) and solution(s). *It should only be 3-4 sentences in length.

 Course Goal: Construct an overall goal for the course that will serve as the big picture/target outcome. (p. 10) Page 2 of 4

Develop the course goal(s) based on the identified problem(s) and solution(s).

 Goals target what is to ultimately be achieved, and they answer why ZI offers the course. Improved patient outcomes are integral to the goal..

 Curriculum/Course Concept Development with the Business Segment:

Arrange a 2nd meeting with the Zimmer internal experts to:

 Confirm that each of the bullet points under Solutions and Problems have been defined and clarified to begin the curriculum/course development process.

 If applicable…send the defined and clarified problem/solutions points to faculty for review and recommendations prior to beginning the formal content building.

 Course Content: Organize and develop the scope of the content topics & subtopics that will be addressed in the course to properly cover the range of the knowledge & skills needed to reach the goal. The content topics should cover the expected standards for the course. Also, identify any subtopics that require coverage within the topic areas. (p. 8-10)

Ensure the faculty has identified the critical learning topics/standards that align to the goal.

 Course/Learning Objectives: Identify the objectives that must be accomplished within each of the content topics/subtopics. They should target what learners should know or be able to do by the end of the course to achieve the goal. (p. 13-27, 42-45)

Draft objectives within each content area that:

 Build from simple to complex outcomes within each of the content topics/subtopics

 Are crafted to meet the needs of the identified learners (objectives may need to be altered in depth, approach, added, and/or deleted to fit the audience)

 Are written as actionable items that lead to the achievement of the goal(s) or answer the driving question. They form the assessment/evaluation of the goal.

 Impact cognitive (knowledge), affective (attitude), or psychomotor (physical skills) aspects of learning.

 Use action verbs to connect the varying levels of thinking skills.

 Follow the SMART-T design:

Specific, Measurable, Achievable, Relevant, Time dependent - Thought intensive: Page 3 of 4

 Embed Zimmer products and/or pro cedures in the solutions highlighted in the course. Include data that supports and aligns to the solutions.

 Review Coverage of Content to Reach Objectives with SME:

 Clinical & Scientific Data and Challenging Cases:

Ensure that compelling clinical and scientific data has been included with the relevant solutions being presented. It’s typically best to integrate the data within each corresponding content area…rather than waiting until the end of the presentation. Challenging cases should be included in the presentation to provide opportunities for small and large group discussion …generally engaging in higher levels of thinking skills.

 Delivery Modes: These are the strategies that facilitate the learning process. They represent how the objectives and goal(s) will be accomplished. (p. 40-41)

Identify learning modes & experiences for all attendee groupings. Consider the modalities, activities & experiences that can be utilized as strategies to achieve the objectives:

 Gardner’s 7 Intelligences, whole group discussion, Socratic seminars, small group, role-play, think- pair-share, fishbowl, critical collaborators protocol, and gallery walk, etc.

 In-flight feedback through ARS, check lists, pop response, and activity exit slips, etc. can help the faculty determine the learners’ progress during the course.

 A “problem based learning” approach, utilizing a Driving Question, can be used to frame a philosophical/debatable issue or intriguing topic that leads to the goal.

 Faculty and Business Segment Review:

Review the preliminary plan for curriculum/course development with the business segment…and faculty if applicable… for: (p. 22-26)

 Clear course goal statement that identifies the intended outcome(s)

 Targeted course description that highlights solutions to problems

 Identified critical content focuses/topics/subtopics

 SMART objectives that support goal achievement

 Identification and appropriate content adaptation for all target audience(s)

 Delivery modes/strategy that engage the learner and effectively leads them towards achievement of the objectives…and goal Page 4 of 4

 Goal/objectives/strategy alignment to the ACA tool

 Final Additions and Curriculum/Content Revisions:

Review and consider curriculum/course content revisions based on feedback from the business segment… and faculty. (p. 28)

 Agenda: Agendas give the learner a road map, which facilitates connections between the objectives and goal(s). They should include content topic areas, activities, and the amount of time you plan to spend on each item.

 Rehab Recommendations: Rehab recommendations can be important elements to include… particularly in cases where protocols are different than typical recommendations.

 Presentation & Materials Prep: date set for submission & approval (p. 47-52)

 Final Review Check:

Week 19…ensure all course(s) elements have been completed per guidelines above.

 Final Formatting:

Week 20… finalize the curriculum/course in its final form.

 Routing and Production:

Week 21-24… the documentation to regulatory/compliance review: don’t send regulatory changes to faculty…these must be done by ZI

Week 25…send course for printing, archival, storage and distribution