Curriculum Development and Delivery

MCH programs ensure that trainees receive an appropriate balance of academic, clinical, and community opportunities throughout their training year. This section contains resources to assist programs in structuring a well-balanced curriculum. Sample syllabi/curricula may be requested individually by currently funded MCH training programs.

Curriculum Development and Delivery (6)

Posted Form
  • Neurodevelopmental (NDD) Core Curriculum Resources

    posted 05/03/2021
    contact Association of University Centers on Disabilities

    These topic collections were created as a resource for LEND and other AUCD entities as they develop curricula for their trainees. Originally a project of the Vanderbilt Consortium LEND in 2016 and housed at Vanderbilt University Medical Center, the Resources moved to AUCD in 2020 in part to extend their reach across the network.

  • LEND Family Discipline Competencies

    posted 07/09/2020
    contact AUCD

    Family members have varied educational backgrounds and different life experiences. Requirements for LEND trainees vary by program. A common feature of all LENDs however is that the trainees are university students, typically at the graduate or undergraduate level. Some portions of the LEND curriculum are individualized to support the individual differences in trainees. Family members recruited to be LEND trainees may have little or no university experience. How the lack of university experience influences the level of supports needed by different types of family trainees should be explored by each LEND and program adaptations identified to accommodate the specific needs of family trainees. In order to incorporate the richness of these family backgrounds and standardize the learning experiences of LEND trainees across the network, a standard set of competencies and curriculum guidelines has been developed specific to Family as a discipline, to be taught together with those core competencies common to all LEND trainees.

  • FAST Project: Inclusion and Support for People with Disabilities

    posted 07/09/2020
    contact LoneStar LEND

    Revise its current curriculum to support the inclusion of trainees with disabilities, launching a targeted marketing strategy that involves partnerships with local organizations and laying the groundwork for a Community Advisory Board that represents the full range of program stakeholders.

  • FAST Project: Using UDL in LEND Curriculum

    posted 07/09/2020
    contact Georgia LEND

    Work with a Universal Design for Learning (UDL) consultant to develop a program curriculum that is accessible to all learners and that increases the inclusiveness of accommodations which may be provided to support trainees with additional needs, such as those with intellectual or developmental disabilities.

  • Distance Learning Technology Resources

    posted 07/09/2020
    contact AUCD

    Technology continues to expand access to healthcare for traditionally underserved populations. So, too, can it be a tool for training professionals across multiple locations. While a number of LEND programs have successfully incorporated distance learning approaches into their curricula, others have expressed through a variety of mechanisms (needs assessments, progress reports, etc.) a desire to build their knowledge base in this area, thereby increasing their capacity to engage non-traditional trainees and those outside major metropolitan centers.