Defining Curriculum in Health Professions Education PDF

Defining Curriculum in Health Professions Education QHPE 610 Innovation in Curriculum Plan and Design What is Curriculum? The meaning of curriculum has evolved over time in the following fashion: Latin: Currere meaning running ‘race’ course Scotland, 1603: Carriage way, road United States, 1...

Defining Curriculum in Health Professions Education QHPE 610 Innovation in Curriculum Plan and Design What is Curriculum? The meaning of curriculum has evolved over time in the following fashion: Latin: Currere meaning running ‘race’ course Scotland, 1603: Carriage way, road United States, 1906: Course of study United States, 1940: Plan for learning (study) Overview The word curriculum has its roots in the Latin word for track or race course. Today, the definition is much wider and includes all the planned learning experiences of an educational institution. 2 Definition 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 students learn How the students learn How the students are assessed Learning environment 3 Quote-Curriculum ‘Everything that happens in relation to the educational program.’ (Genn J, 1995) 4 What Does a Curriculum Include? A curriculum includes the following: Content Examination Aims, learning methods, subject matter sequencing Educational strategies, course content, learning outcomes, educational experiences, assessment, educational environment. 5 Quote- Curriculum: Assumptions and Characteristics ‘A curriculum should simply be fit for the purpose and context of its day.’ (Janet Grant) 6 Assumptions A curriculum carries the following assumptions: We have goals or aims, whether articulated or not Obligations to meet the needs of learners, patients and society Need for accountability 7 Characteristics A curriculum has the following characteristics: Open to critique Can be readily transformed into practice Communicated to all the stake holders of the learning process 8 Syllabus Syllabus is a list of contents to be taught in a course or a curriculum. 9 Structure 10 Facets 11 Types of Curriculums Sabertoothed Curriculum Health Provision Curriculum It represents people's resistance to The values that underlie the change and hesitancy to embrace curriculum should enhance health innovation, even if it is the only way service provision. So, the curriculum for survival. must be responsive to changing values and expectations in education if it is to remain useful. 12 Curriculum Models: Prescriptive Models Types 13 Prescriptive Models They are concerned with the ends rather than the means of a curriculum. Objectives-based education vs outcomes-based education What should curriculum designers do? How to create a curriculum? A-Objectives based B-Outcomes based education education 14 Objectives-Based Education There are four important questions to look into: What educational purposes should the institution seek to attain? What educational experiences are likely to attain the purposes? How can these educational experiences be organized effectively? How can we determine whether these purposes are being attained? Here are a couple of concerns: It is difficult and time consuming to construct behavioural objectives. There are certain skills that are difficult to list in behavioural terms, like higher- order thinking, problem solving, and processes for acquiring values, which is why they were excluded in this model. 15 Outcomes-Based Education Outcomes-Based Education has the following features: It is similar in many respects to the objectives model. The curriculum should be defined by the outcomes obtained by students. Curriculum design proceeds by working ‘backwards’, from outcomes to the other elements (content, teaching and learning experiences, assessment, and evaluation). Curriculum designers focus on what the students will do rather than what the staff do. 16 Descriptive Models There are two important questions to Structure look into: What curriculum designers actually do? What a curriculum covers? 17 Characteristics Descriptive models have the following characteristics: The best example is the situational model advocated by Malcolm Skilbeck, which emphasizes the importance of a situation or a context in curriculum design. All the elements in curriculum design are linked. The impacts of both external and internal factors are assessed and the implications for the curriculum are determined. Steps do not need to be followed in any particular order. What is possible in curriculum design depends heavily on the context in which the process takes place. 18 References Bligh, J., Prideaux, D., & Parsell, G. (2001). Prisms: New educational strategies for medical education. Medical Education, 35(6), 520–521. https://doi.org/10.1046/j.1365- 2923.2001.00984.x Harden, R. M. (1999). AMEE guide no. 14: Outcome-based education: Part 1 - an introduction to outcome-based education. Medical Teacher, 21(1), 7–14. https://doi.org/10.1080/01421599979969 Harden, R. M. (2001). AMEE guide no. 21: Curriculum mapping: A tool for transparent and authentic teaching and learning. Medical Teacher, 23(2), 123–137. https://doi.org/10.1080/01421590120036547 National Library of Australia. (n.d.). Catalogue. https://catalogue.nla.gov.au/Record/144947 Prideaux, D. (2003). ABC of learning and teaching in medicine: Curriculum design. BMJ, 326(7383), 268–270. https://doi.org/10.1136/bmj.326.7383.268 The emperor's new clothes: From objectives to outcomes. (2000). Medical Education, 34(3), 168–169. https://doi.org/10.1046/j.1365-2923.2000.00636.x Tyler, R. W. (1949). Basic principles of curriculum and instruction. University of Chicago Press. 19 Credits The following faculty is attributed with the slides and ideas of this session: Dr. Abdellatif Hamdy Abdelwahab 20