At the end of this workshop, participants will be able to:

• Describe the utility of organizing frameworks as educational tools for course design, content curation, and faculty development.
• Develop a draft organizing framework for their individual course content
• Articulate the benefits of and describe how to use their organizing framework to others

The purpose of this workshop is to introduce an innovative and no-cost/low-tech tool faculty can use to organize, streamline, and hand-off content in their course. As we continue the conversation in medical education about curating foundational science content and integrating clinical relevance in the pre-clinical years, using visual frameworks can provide structure and clarity to faculty and students.

The goal of this workshop is for faculty to become familiar with a new strategy to aid in their curriculum development as they approach course content in a non-linear way. Medical educators are under pressure to balance teaching a large foundation of scientific knowledge to students while at the same time, reducing content and structured contact hours. Along with the challenges that faculty face in developing curriculum, students often struggle to identify the clinical context for their pre-clinical content. Structuring the course content using a visual framework allows faculty to highlight the clinical context of content and provides a structure for students to refer to as the continue on in their medical education.

Workshop description including teaching methods and timeline for educational activities The three hour workshop will begin with an overview of visual frameworks and how they are similar and different from concept maps. We will review examples of how faculty at the University of Minnesota have used these frameworks to curate their course content and strategies for using frameworks in the classroom. The majority of the workshop will be spent giving participants time to develop their own visual frameworks for their course. Then working in small groups to present their drafts and receive feedback. We will briefly review the apps and websites that all faculty to build and share these frameworks digitally. The workshop with wrap-up with an opportunity to brainstorm next steps for individuals and discuss other uses for this tool in our educational work.

Presenter's qualifications/expertise in area Christina Petersen, PhD: Education Program Specialist at the Center for Education, University of Minnesota. I partner with faculty, departments, and colleges to help develop and foster student-centered curriculum and teaching approaches. I am a co-author of the book A Guide to Teaching in the Active Learning Classroom. I am currently partnered with the Academic Health Center in designing and implementing a teaching development program to support instructors as they transition to teaching in active learning classrooms. I also continue to work with the Medical School to provide ongoing faculty development workshops and consultations for pre-clinical course directors.

Kelaine Haas, PhD: Director of Integrated Education for Foundational Sciences, University of Minnesota Medical School I work closely with our pre-clinical faculty to support and engage them in evidence-based educational practices, active teaching and learning, and ongoing integration with our clinical faculty. I have leveraged many tools and strategies to engage our faculty in the conversation about content curation and have had significant success. My experience in front of a classroom, and behind the scenes as faculty support, gives me a unique perspective and ability to support faculty currently planning and teaching their courses in a medical school.

Workshop Outline What are organizing frameworks and how can they help medical school instructors? Include different types of organizing frameworks. (10 min) Guide for curating content Faculty development tool Guide for integration of material (for students and instructors) Examples of organizing frameworks (10 min) Process (cognitive) for creating an organizing framework (5 min) Software options for creating an organizing framework (5 min) Participants work on creating organizing frameworks and share with their partner/team for feedback. Facilitators available for questions and feedback during this process. (30 min) BREAK Facilitators debrief the working session. (15 - 20 min) How to introduce and use frameworks with students (5- 10 min) Examples of different ways faculty have used these frameworks. (5 - 10 min) Work time to come up with a plan for introducing or using your framework. Share with a partner or team (20 minutes) Debrief working session (10 minutes) Challenges you see for using frameworks (5 - 10 minutes) Q & A (20 minutes) Summary & resources (5 min)