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Pre-Clinical Curriculum Director (.5 FTE):

• In collaboration with the Clinical Curriculum Director, lead the PHWC curriculum by providing both oversight and support of the longitudinal liaison team and course directors to align with overall curricular goals, structure, framework, policies and procedures, and accreditation standards and ensure the curriculum is fulfilling accrediting requirements.
• Serve as Instructor of Record (IoR) for required preclinical courses and oversee and submit final course grades.
• Support the implementation of standardized processes for student and faculty use of the curriculum (e.g.,standardized rubrics, Prep Guides, standardized methods of student and faculty communication tools).
• Serve as a representative on the Curriculum Committee.
• In conjunction with Student Success Team, support students by tracking progress across courses, meeting with at-risk students, communicating with CSP, and engaging with at-risk students.
• Coordinate with the department chairs to designate Course Directors of 4 preclinical courses, as needed.
• Safeguard consistency across coursesto support uniformity of the curriculum, attempt to gain consensus for standards across courses, when consensus cannot be reached make an overall decision, and communicate to all curriculum leadership.
• With the assistance of the Associate Director of Curriculum Operations, develop PHWC course syllabi template in line with established PHWC framework, OU and HCOM policies, and approved UCC/ICC paperwork.
• Provide direction to the faculty to direct the design, development, evaluation (review and revision), management, and support of the curriculum in line with the HCOM strategic plan goals for curriculum.
• Collaborate with Curriculum Office, Liaisons, and Course Directors to coordinate teaching/learning resources (e.g., determine equipment (clinical and anatomy) students are required to have upon starting classes, required textbooks large ticket equipment needs, and non-perishable items and perishable items needed).
• Responsible for communications with HCOM general faculty, including faculty newsletters.
• Review schedules submitted by course directors to ensure alignment with PHWC schedule template, resolve scheduling conflicts.
• Coordinate with the Curriculum Office regarding draft teaching assignment communications and review and revision process instructions. Organize and lead regular working sessions for a team to include all liaisons, course directors.
• Orient new students and faculty to PHWC.
• Each academic year define short- and long-term goals for faculty leaders (course directors and liaisons) and monitor progress towards those goals.
• Develop an end-of-year report and action plan for curricular review and revision.

Clinical Curriculum Director (.5 FTE):

• In collaboration with the Preclinical Curriculum Director, lead the PHWC curriculum by providing both oversight and support of the longitudinal liaison team and course directors to align with overall curricular goals, structure, framework, policies and procedures, and accreditation standards and ensure the curriculum is fulfilling accrediting requirements.
• IOR forOCOM 7902 (Orientation) and clinical electives.
• Support the implementation of standardized processes for student and faculty use of the curriculum (e.g., standardized rubrics, student, and faculty communication tools)
• Meet with students who have failed CCEs and facilitate their remediation and/or refer to CSP
• Serve as a representative on the Curriculum Committee.
• In conjunction with Student Success Team, support students by tracking progress across courses, meeting with at-risk students, communicating with CSP, and engaging with at-risk students.
• Provide direction to the faculty to direct the design, development, evaluation (review and revision), management, and support of the curriculum in line with the HCOM strategic plan goals for curriculum.
• Serve as a representative on the Student Success Committee.
• Have direct responsibility for ensuring the Course (Discipline) Directors support the curriculum map, as designed by the Curriculum Liaison Team.
• Monitor year 3-4 student performance and identify at-risk students to refer to Student Success Team
• Participate in Discipline Director specific course development with the core discipline director team.
• Champion PHWC electives (TBA)

Curricular Liaison Team

• Collaborates with Longitudinal Curriculum Co-Directors in the design and sequencing of curricular components that fall under their oversight.
• Collaborates with course directors, subunit teams, and teaching faculty to implement their curricular components.
• Ensure content and structural integrity of the spiral curriculum.
• Propose longitudinal tools for their curricular component (e.g., standardized rubrics, student, and faculty communication tools, etc.)
• Develop horizontal and vertical integration strategies for each curricular component.

Preclinical Course Director (.3 FTE)

(Wellness, Acute Illness, Chronic Illness, Return to Wellness)

•  Collaborate with Curriculum Directors to develop a schedule of learning activities within established schedule parameters, to align with the specific needs for the individual course while aligning with the longitudinal liaisons team’s curriculum sequence and retaining the individuality of specialty, in compliance with overall curriculum goals, structure, framework, and policies.
• Collaborate with longitudinal liaisons and teaching faculty to ensure implementation and delivery of curricular components and policies developed by the Curriculum Committee.
• Promote creative activity design with activity leads within the boundaries of a consistent overall curricular format.
• Support subunit team and activity leads in meeting the timeline for the creation of session objectives, session resources, in-class activity plans, student workload (to ensure accurate self-study volume), assessment items.
• Work with learning activity teams to gather and submit all guest presenter required paperwork prior to any guest visits.
• Utilize the standardized process set by the Preclinical Curriculum Director for student and faculty use of the curriculum (e.g., student and faculty communication tools) and regularly communicate course updates and expectations to students and faculty.
• Participate in the oversight of formative and summative assessments (i.e., Quizzes, Content Exams) and ensure that individual items are tagged with objectives, discipline, Bloom categories, and rationale.
• Collaborate with the Preclinical Curriculum Director in the developing of the course’s student assessment plan to align with Curriculum Committee approved key grade factors and summative experience and ensure this plan is reflected in the syllabi.
• Collaborate with the Preclinical Curriculum Director in the use of item analysis and feedback to both review assessment performance and as a guide for faculty in determining post-assessment adjustments.
• Collaborate with the Preclinical Curriculum Director to review content exam grades prior to approving their release to the students.
• Assist Curriculum Office Staff with non-standard absences issues, as needed.
• Annually review and revise the course description and course objectives in collaboration with the longitudinal liaison team, in line with UCC/ICC guidelines and timelines.
• Develop and deliver end of course report and action plan for curricularreview and revision.

Preclinical Assistant Course Director (.3 FTE)

• Provide support to Course Director, as mutually determined regarding the following items:
  • Assessment development (RAT, quiz, and exams) to include review for alignment with NBOME writing guidelines and completion of tagging.
  • Pre- and post-assessment review to include the review of content exams prior to posting and review of exam feedback and item analysis.
  • Finalization of Prep Guides.
  • Coordination with Subunit Team.

Clinical Course Directors (Discipline Directors) (.25 FTE)

• Collaborate with the Clinical Curriculum Director in course development.
• Collaborate with longitudinal liaisons and teaching faculty to ensure implementation and delivery and assessment of curricular components.
• Develop a schedule to align with the specific needs forthe individual course and the longitudinal team’s curriculum sequence while retaining the individuality of specialty.
• Develop a course assessment map to align with the Curriculum Committee-approved key grade factors.
• Regularly communicate course updates and expectations to students.
• Monitor student performance and determine remediation needs.
• Develop an end-of-year report and action plan for curricular review and revision.

Patient Encounter and Subunit Integration Liaison (.3 FTE):

• Collaborates with Longitudinal Curriculum Co-Directors in the design and sequencing of curricular components that fall under their oversight.
• Work with the Longitudinal Content Liaison to ensure appropriate content coverage.
• Work with the MM, OMM, OPC Liaisons to ensure linkage to the subunit patient.
• Collaborate with subunit teams to ensure the case is integrated throughout all subunit activities.
• Collaborate with the subunit teams and small group liaison to ensure case integration points are available and are part of the Friday small group sessions Develop consistent and interactive patient encounter sessions, including considering the best method for clinical reasoning training.
• Ensure that the developed activities are supported in the curriculum environment including personnel, equipment, supplies, and serves to support an optimal environment for students to achieve learning outcomes developed by faculty activity teams.
• Ensure diversity and inclusion across all cases in the PHWC, including review of case demographics for a varied experience in line with our patient populations.
• Lead a discussion about the case management and deliver system, including if EHR training and clinical reasoning functionality are necessary.
• Develop an end-of-year report and action plan for curricular review and revision.
• Serve as a representative on the Curriculum Committee.

Small Group and Portfolio Liaison (.3 FTE):

• Collaborates with Longitudinal Curriculum Co-Directors in the design and sequencing of curricular components that fall under their oversight.
• Work with the Longitudinal Content Liaison to ensure appropriate coverage of subunit goals in each case.
• Collaborate with the Longitudinal Content Liaison to re-evaluate the purpose of portfolios, set standards, implement a plan, and communicate the portfolio philosophy to students.
• Plan and facilitate coach training, including resourcing special speakers(mental health, inclusion, student wellness, etc.), as needed.
• Assist the coaches with Individual student professionalism issues to figure out the best plan, based on Small Group expectations and professionalism code. In conjunction with the Curriculum Directors, refer professionalism issues according to the appropriate process when necessary.
• Help coaches manage group dysfunction or other group issues according to the Small Group process rules and individual group’s ground rules. Refer professionalism issues according to appropriate process when necessary.
• Review all student evaluations of small group learning reports at the end of each semester and prepare for the Curriculum and Course Director(s) and the longitudinal liaisons team a report and action plan of the students’ overall opinions on group and suggestions for improvement. Work to ensure the completion of an action plan.
• Review all student evaluations of coach reports and follow up with coaches or Department Chairs, as necessary.
• Plan and facilitate ongoing coach development by leading coach meetings regularly to collaborate with coaches regarding any issues. Work with coaches (and students) outside of scheduled meetings, as necessary.
• Review the purpose of Small Group with the Curriculum Liaison team and if deemed beneficial, create a proposal for the Curriculum Committee regarding the progressive evolution of small group across the preclinical semesters.
• Develop an end-of-year report and action plan for curricular review and revision for the course directors and curriculum director regarding any red flags, relating to individual performance in group or professionalism issues (track student performance across groups – as most students have different coaches each semester, it is difficult to ascertain patterns of deficient performance).
• Serve as a representative on the Curriculum Committee.

Medical Morphology Liaison (.3 FTE):

• Collaborates with Longitudinal Curriculum Co-Directors in the design and sequencing of curricular components that fall under their oversight.
• Work with the Longitudinal Content Liaison to ensure appropriate coverage.
• Work with Patient Encounter, OMM Liaisons, and Subunit Integration Liaison to ensure patient integration in each activity.
• Work with each course to ensure timely submission of prep guide, learning activity resources, and assessment items.
• Ensure that the developed activities are supportable in the curriculum environment including personnel, equipment, supplies, and serves to support an optimal environment for students to achieve learning outcomes developed by faculty course and activity teams.
• Ensure equitable delivery of content across campuses.
• Develop an end-of-year report and action plan for curricular review and revision.
• Serve as a representative on the Curriculum Committee

Longitudinal Content Liaison (.3 FTE):

• Collaborates with Longitudinal Curriculum Co-Directors in the design and sequencing of curricular  components that fall under their oversight.
• Collaborate with the Small Group Liaison to re-evaluate the purpose of portfolios, set standards, implement a plan, and communicate philosophy to students.
• Together with the Longitudinal Curriculum Co-Directors, has direct responsibility for ensuring the Course Directors support the curriculum map, as approved by the curriculum committee.
• Review all curricular content for gaps and overlaps and create an action plan for curricular review and revision Ensure and monitor horizontal and vertical integration of content throughout the curriculum.
• Responsible for the Curriculum Inventory design, set-up, and submission on the designated annual timeline.
• Ensuring faculty tagging to course objectives and Bloom categories is verified annually for both session objectives and assessment items.
• Create a plan for mapping all Instruction and assessment Methodologies for each activity.
• Create and implement a plan for keyword tagging.
• Create a thread plan and team to ensure horizontal and vertical integration of curriculum and to meet COCA standards.
• Develop an end-of-year report and action plan for curricular review and revision.
• Serve as a representative on the Curriculum Committee.

OPC (Clinical Skills/OMM) Liaison (.3 FTE):

• Collaborates with Longitudinal Curriculum Co-Directors in the design and sequencing of curricular components that fall under their oversight.
• Work with lab leads to ensure linkage to longitudinal curriculum and determine needs for learning activities.
• Work with the Longitudinal Content Liaison to ensure appropriate coverage of curricular content.
• Work with Patient Encounter and Subunit Integration Liaison to ensure patient integration in each activity.
• Ensure cross-activity consistency for assessment rubrics.
• Ensure equitable delivery of content across campuses.
• Ensure that the developed activities can be supported in the curriculum environment including personnel, equipment, supplies, space, and serve to support an optimal environment for students to achieve learning outcomes.
• Provide a longitudinal (year 1-4) perspective to OPC (IPE, Clinical Skills, and OMM) activities in the Pathways to Health and Wellness Curriculum.
• Communicate lab details with the faculty including the lab dates, grading expectations, and deadlines.
• Support student absence management by coordinating with CTAC coordinators and curriculum coordinators to ensure make-up assignments are completed; feed information forward to Course Director(s) and curriculum team.
• Respond to student requests via email, as necessary. Forward course-level issues to the Course Director(s).
• Troubleshoot student assignment issues in conjunction with lab lead and administrative specialist.
• Notify students who failed or performed marginally on a lab. Inform students of remediation date and time. Ensure Course Director(s) and faculty members are aware of remediation needs.
• Have working knowledge of all OPC learning activities from a longitudinal perspective.
• Meet with CourseDirector(s) and/or Directors as needed for student/class problems.
• Provide guidance for emergent issues that may occur in labs/lectures in compliance with HIPAA, OSHA, and OU/OUHCOM policies and guidelines, including real-time problem solving and representing the college and  university in any associated accreditation, compliance, and legal matters that may arise from student participation in the clinical learning environment.
• Coordinate with the Director of Experiential Learning and the CTAC Coordinators to plan lab logistics, for each term, to ensure plans can be conducted on each campus given the space, time, and equipment available and to ensure equitable delivery of content across campuses and to ensure standard operating procedures for each campus’ CTAC Coordinators. Ensure appropriate timeline for the end-of-course finals’ grading (in line with university deadlines and make-up and reassessment dates).
• Develop an end-of-year report and action plan for curricular review and revision.
• Serve as a representative on the Curriculum Committee.

OMM Liaison

(as assigned by OMM Department Chair)

• Collaborates with Longitudinal Curriculum Co-Directors in the design and sequencing of curricular components that fall under their oversight.
• Oversee the OMM curricular component and the OMM component of Clinical Skills in conjunction with the Longitudinal Content Liaison to ensure appropriate content coverage and with the Patient Encounter and Subunit Integration Liaison to ensure patient integration in each activity.
• Monitor student attendance to OMM labs– tardiness and absences.
• Respond to student requests via e-mail.
• Supervise activity lead creation of written examination items.
• Supervise practical creation, execution, and remediation.
• Develop an end-of-year report and action plan for curricular review and revision.