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132 Teaching principles and practice of injury prevention with evolving curriculum design 1988–2015
  1. Carolyn Cumpsty-Fowler1,2,
  2. Maryanne Bailey2,
  3. Keshia Pollack2,
  4. Andrea Gielen2
  1. 1Johns Hopkins University School of Nursing
  2. 2Johns Hopkins Bloomberg School of Public Health, USA

Abstract

Background In 1988, the Johns Hopkins Centre for Injury Research and Policy held its first Summer Institute: Principles and Practice of Injury Prevention (SI). The 22nd SI cohort completed training in 2015. At least 750 people from diverse professional backgrounds and countries have completed this intensive, introductory training. While acknowledging the evaluative limitations imposed by missing data for early cohorts, we describe key lessons learned and applied for curriculum enhancement.

Objectives Describe SI’s evolving focus and instructional design using a six-step curriculum process model: problem identification and general needs assessment; targeted training needs assessment; development of training goals and objectives; educational strategies; implementation; feedback and evaluation.

Stimulate generative conversation with participants about injury prevention training priorities and strategies.

Results Throughout its long history, SI’s commitment to providing excellent, current, relevant training has required extensive changes to design and delivery. The current curriculum is based on the nine Core Competencies for Injury and Violence Prevention, and focused on developing transferable skills. Participants report the systematic problem solving framework and facilitated, scenario-based practical application sessions throughout SI, develop their competence. Skills cited as most important are critical and systematic thinking; enhanced capacity to use conceptual frameworks and evaluative thinking throughout the IP process to challenge assumptions; and learning the importance of asking and answering the question, what are we doing and why?

Conclusions Evolving curriculum design must be rigorous and systematic; informed by adult learning theory, stakeholders, emerging issues in the injury field, and evaluated continuously.

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