The provider described its process of planning a yearly curriculum around the gaps identified for each specialty/care team. The curriculum builds – starting with a root cause analysis of the problem, identifying the educational need (knowledge, competence or performance), and determining the best method for achieving change.
Rationale: The Designed to Change criterion expects the provider to design activities to change learners’ competence, performance, or patient outcomes. By beginning with identified practice gaps, analyzing their root causes, determining the underlying educational needs, and selecting methods intended to achieve change, the provider demonstrated a systematic planning process that supports results beyond knowledge acquisition.
