Principles of Curricular Development MSc HPE PDF

Principles of Curricular Development QHPE 601 Evidence-based Teaching and Learning Learning Objectives 1. Define curriculum (formal, informal, hidden curriculum)​ 2. Describe the diseases of curriculum​ 3. Discuss curricular models​ 2 What is a Cu...

Principles of Curricular Development QHPE 601 Evidence-based Teaching and Learning Learning Objectives 1. Define curriculum (formal, informal, hidden curriculum)​ 2. Describe the diseases of curriculum​ 3. Discuss curricular models​ 2 What is a Curriculum? Latin: Currere meaning Running ‘race’ course Scotland 1603: Carriage way, road United States 1906: Course of study United States, 1940: Plan for learning (study) 3 Curriculum Curriculum is a planned educational experience or activity - what should happen in a teaching program – the intention of the teachers and about the way they make this happen. What the student learns? How the student learns? How the students are assessed? Learning environment? 4 What Does A Curriculum Include? Content Examination Aims, learning methods, subject matter sequencing Educational strategies, course content, learning outcomes, educational experiences, assessment, educational environment. 5 A curriculum should simply be fit for the purpose and context of its day. (Janet Grant, Ch. 1, Principles of Curriculum Design. In: Understanding Medical Education. 6 What is a Syllabus? 7 Syllabus Syllabus is a list of contents to be taught in a course or a curriculum 8 Course vs. Curriculum 9 What is a course? In U.S. and Canadian education, a course is a unit of teaching that typically lasts one academic term, is led by one or more instructors (teachers or professors), has a fixed roster of students, and gives each student a grade and academic credit. In the United Kingdom and Australia, however, the term "course” refers to the entire program of studies required to complete a university degree 10 What are the Different Facets of a Curriculum? 11 The success of curriculum planning and development largely depends on the extent of concordance between the planned and learned curricula. Facets of a curriculum Declared/ Taught/ Learned/ Developed Implemented Assessed What a program The component that What students intends to is delivered to the actually learn deliver students (final outcome) 12 Characteristics of Curricular Models Please read the following article: Papa FJ, Harasym PH. Medical Curriculum Reform in North America 1765 to the Present: A Cognitive Science Perspective. Acad Med 1999; 74: 154-164. https://elearning.box.com/s/gtlnyxzd874819v353cclsgxexkh169q 13 Curriculum Nuances Formal curriculum: sum of student experiences that occur in an planned sequence of instruction to achieve pre-determined educational goals Hidden curriculum: “understandings, customs, rituals, and taken-for-granted aspects of what goes on in the life-space we call medical education” Most visible in (1) policy development, (2) evaluation, (3) resource allocation, and (4) institutional slang 14 Hidden Curriculum Concepts Institutional-Organizational Focuses on structure, norms, and culture Visible within policies, evaluation activities, resource allocation, and institutional slang Interpersonal-social Structured and unstructured interpersonal learning Presence of subcultures within HPE (e.g. physician, student, patient, specialty) Synonymous with “informal curriculum” Contextual-Cultural Any knowledge translation that occurs outside the formal curriculum and transmitted outside of the learning environment Motivational-Psychological Motivation behind knowledge exchange (or lack of knowledge exchange) Any hidden curriculum is largely unintentional 15 Effects of the Hidden Curriculum Responsible for propagating biases within health professionals education Discouraging students from pursuing specific specialties Encouraging inappropriate mobile device use Increasing admissions biases 16 17 Diseases of the Curriculum 1. Curriculosclerosis: Hardening of the curriculum 2. Carcinoma of the curriculum: Uncontrollable growth of one segment or component of the curriculum 3. Curriculoarthritis: A condition affecting the articulations between adjacent or related segments of the curriculum 4. Curriclum dysesthesia (malaise): Curriculum appears to be in good health and yet a feeling of overall discomfort or unease persists 18 Diseases of the Curriculum (Cont. 2) 5. Iatrogenic curriculitis: A curriculum that is subject to excessive adjustments which does not allow for thoughtful review 6. Curriculum hypertrophy: Dramatic growth in the knowledge bases required for the practice of health professions education 7. Idiopathic curriculitis: Pedagogic insufficiency, dissatisfaction openly expressed 8. Intercurrent curriculitis: Incompatibility or unresponsiveness of the curriculum to concurrent societal problems 9. Curriculum ossification: Curriculum is cast in concrete 19 References Papa FJ, Harasym PH. Medical Curriculum Reform in North America 1765 to the Present: A Cognitive Science Perspective. Acad Med 1999; 74: 154-164. Lawrence C, Mhlaba T, Stewart KA, Moletsane R, Gaede B, Moshabela M. The Hidden Curricula of Medical Education: A Scoping Review. Acad Med 2018; 93(4): 648-56. Abrahamson S. Diseases of the Curriculum. J Med Ed 1978 (53): 951-7 20 Faculty Credits The following faculty are attributed to the slides and ideas of this session (in alphabetical order) Dr. Ahsan Sethi Dr. Daniel Rainkie 21