Transcript CURRICULUM DESIGNS - King George's Medical University

Curriculum, components,
development and
evaluation
Dr. Farzana Mahdi
Professor
Department of Biochemistry
[email protected]
Curriculum
Learning Objectives
After this interaction, learner should be able to-- Define and explain the concept of curriculum
-- Enumerate curriculum foundations and components
-- Explain the curriculum in his/her own subject area
-- Discuss the importance and need for curriculum
evaluation
Definition
“Curriculum
is a plan of action which
incorporates the learning outcomes to be
attained over a period of time by exposing
the learner to various learning experiences”
What is a Curriculum?
? A statement of learning objectives
? A statement of learning experiences
? A statement of learning outcomes
? A listing of the subject matter
(syllabus)
WHAT IS CURRICULUM?
Intended aims &
objectives, content,
experiences,
outcomes and
processes of the
educational
programme
Entry
requirements
Assessment
system
Flexibilities
Education structure
Programme
organisation
Length
CURRICULUM
Expected methods of
learning, teaching,
feedback and supervision.
Syllabus content:
Knowledge, skills,
attitudes, expertise
to be achieved.
Curriculum
Latin word means “ Race- course”
What it denotes?
It denotes
• Path to be followed
• Frame within which it has to be followed
? Curriculum
• Provides direction to both teachers as well as
students
• Assists in selection of appropriate learning
resource material
• Helps to adopt appropriate teaching-learning
activities
• Helps in designing appropriate assessment tools
• Ultimately helps designing relevant and efficient
educational programme
Curriculum
Student
What to learn
*Content
How to learn
*Educational strategy
Teaching Learning
tools
Assessment
Educational
Enviornment
Learning
Outcome
Curriculum Development
Models of curriculum
Development
•
•
•
•
•
•
•
The Tyler model
The Taba Model
The Saylor and Alexander Model
The Goodlad Model
The Hunkins Model
The Miller and Seller Model
The Zais Model
Zais Model
Needs knowledge of –
A – Curriculum foundations
B – Curriculum components
Curriculum foundations
Answer of four basic questions give desired
shape to curriculum
• Why a subject is being taught?
• Who is being taught?
• MBBS/BDS
• How a subject will be taught?
• face to face or distance mode
• What is to be achieved
Learning outcome
Why is anatomy being taught?
Students understand the
Inter- relationship of various
structures of human body in
better way
Students score better in
AIPGME/ state
PGME/ USMLE
Emphasis on basics
Emphasis on recent
advances
Curricular Components
• Educational Objectives
what will the learner be able to do at the end of
instructions.
• Educational Materials
learning resources like books, manuals, models, A - V
aids etc.
• Educational Methods
denote the way the materials will be used e. g. lectures,
practicals, group discussions, self study, field visits etc.
• Evaluation
to certify the attainment of stipulated proficiency; and to
provide a feedback to the learner and the teacher
Which is correct ?
A
B
Objectives
Objectives
Materials
Assessment planning
Methods
Materials
Assessment planning
Methods
Assessment
Assessment
“Begin with the end in mind”
Which is correct ?
A
B
Objectives
Objectives
Materials
Assessment planning
Methods
Materials
Assessment planning
Methods
Assessment
√
Assessment
Curriculum development
• Curriculum planning should be flexible
(example of communication skill)
• Same learning objective could be
achieved by using different teaching
methodology.
Curriculum development
Approaches
Subject
centered
Learner
centered
Problem
solving
Subject centered approach
• Emphasis to complete subject matter
• Number of lectures / number of topics /
number of hours are assigned
(Contemporary MBBS curriculum)
DISCIPLINE BASED
O&G
SURG
FM
PATH
ANAT
BIO
PHY
MED
MICR
PED
PHARM
PHYSIO
MATH
CHEM
CM
BIO CH.
COMP
G.K.
Learner centered approach
Approach
es
• Emphasis on fulfilling the needs of learner.
Subject
centered
Learner
centered
• Students will be active and responsible
participants in their own learning.
• Strengthens student motivation, promotes peer
communication, builds student‐teacher
relationships and promotes active learning.
(Learner’s intent to crack PGME/USMLE/ NEET)
Problem
solving
STUDENT DECIDES ON
• Learning objectives
• Course contents
• Methods to be used to achieve
objectives
• Learning resources
• Sequence and pace of learning.
• Time of Assessment
BE LEARNER ORIENTED
Problem solving approach
Approach
es
Subject
centered
• Emphasis on ability of learner to solve a
given problem
• Involves subject as well as learner
centered approach
Learner
centered
Problem
solving
None of the approaches are
entirely satisfactory
SPICES model of Medical curriculum
(Harden et al 1984)
Modern System
Traditional System
Student-centered
-
Teacher-centered
Problem-based
Integrated
-
Information-gathering
Discipline-based
Community-based
-
Hospital-based
Electives
-
Standard-program
Systematic
-
Apprenticeship-based
(More the curriculum is on left side, the better it is )
INEGRATION
HORIZONTOL
VERTICAL
SPIRAL
INTEGRATED
Anatomy
Biochemistry
Advantages of Integration
• Reduces fragmentation of medical course.
• Improves education effectiveness of teaching.
• Promotes staff communication and collaboration.
Advantages of subject based
• Omission of topics is avoided.
• Content of discipline is not neglected.
• Less costly.
• Teacher friendly.
• Provides a career choice.
Curriculum Designs
Student oriented
Problem Based
Integrated
Community Oriented
Elective
Systematic
Teacher oriented
Information Gathering
Discipline based
Hospital based
Uniform
Apprenticeship/ Opportunistic
THE IDEAL MODEL?
Ideal
Curriculum
NATIONAL HEALTH POLICY
Ideal
Curriculum
NATIONAL HEALTH POLICY
STATE HEALTH POLICY
Ideal
Curriculum
NATIONAL HEALTH POLICY
STATE HEALTH POLICY
UNIVERSITY GOALS
Ideal
Curriculum
NATIONAL HEALTH POLICY
STATE HEALTH POLICY
UNIVERSITY GOALS
Curriculum Goals
Department Goals
Objectives - Assessments
& Teaching Strategies
Ideal
Curriculum
NATIONAL HEALTH POLICY
STATE HEALTH POLICY
UNIVERSITY GOALS
Curriculum Goals
Department Goals
Objectives - Assessments
& Teaching Strategies
D1
D2
D3
D4
D5
Assignments
D6
Dn
Present
situation
of medical
education
UNIV. GOAL
Curriculum
Goals
Department Goals
Objectives - Assessments
& Teaching Strategies
D1
D2
Assignments
D3
D4
D5
D6
Dn
Curricular determinants
National health objectives
Institutional Objectives
Departmental Objectives
Subject Content
Learning experiences
Assessment plan
Curriculum Development:
A Six Step Approach
David E Kern
Contents
• Step 1 Problem Identification and General
Needs Assessment
• Step 2 Targeted Needs Assessment
• Step 3 Goals and Objectives
• Step 4 Educational Strategies
• Step 5 Implementation
• Step 6 Evaluation and Feedback
CURRICULUM IS TOO
IMPORTANT NOT TO BE
EVALUATED
WHAT CAN EVALUATION
ADDRESS?
intentions vs achievement: curriculum in practice
outcomes & effects
structure
content
relevance
EVALUATION
teaching
process
learning
cost-benefit
the unexpected
professional induction
qualities of graduates
But almost never, cause and effect
THE EVALUATION SYSTEM
OUTCOME
PURPOSE
METHOD
CONTEXT
Decision
Communication
Curriculum change & development
APPROACH
• There is no one ‘correct’ approach
• Your evaluation MUST be based on your
defined objectives.
Remember:
Evaluation is part of a
change management
process for curriculum
renewal
"Curriculum is in the air. No matter
what the problem in medical education,
curriculum is looked to as the solution“
R M Harden