Groups and Teams

The Nimble Working Group

• Would you like to know more about who has been involved in the foundational and big picture development of the OnWard curriculum? 

The Nimble Working group started in the Spring of 2023 with a minimum of two representatives from each of the departments and members of the Curriculum and Educational Support (CES) team. They have met weekly with a primary focus on designing the structure, outline, and learning outcomes for the four phases of the OnWard curriculum. Here are the group members.

The Module Leaders and Course Coordinators

• Would you like to contact the individuals leading the development of modules and courses in the OnWard curriculum?

• Do you think what you currently teach would fit into these modules and courses?

• Would you like to know where your content goes?

• Would you like to contribute and/or teach in one or more module? 

This list includes the co-leads for all the Body System Modules in Phase 1 and 2, AND the Clinical Skills and Professional Skills Course for Phases 1, 2, and 3 of the revised curriculum. The list also includes the lead instructional specialist and CES team contact. 

The Nimble Leadership Team

Ellison Bentley, Eric Sandgren, Peggy Schmidt, Margene Anderson and Jim Narlock, with guest attendees, have been meeting twice per week to discuss foundational and structural ideas and guide the Nimble Working Group and Module Development teams. 

Discipline Leads

On October 22, 2024, the department chairs approved the list of discipline leads who will be reviewing curricular content across all Phases. You can find that list here. 

The Curriculum and Educational Support (CES) Team

This team supports faculty, instructors, and staff in the organization of course content and development of learning outcomes, assessments, and delivery. They can provide consultations answering the following questions and more:

• How to design and implement an active learning session with or without the use of clinical context and cases?

• How to write a session learning outcome that aligns with formative or summative assessments?

• Strategies for transforming lectures and notes to asynchronous content and resources?

• Where do I start in creating, modifying, or adapting a recorded lecture with or without notes?

To meet with CTLM's Dan Pell for one on one consultations, click this link.