Dr Farzana Mahdi Professor Department of Biochemistry farzanamahdigmailcom Curriculum After this interaction learner should be able to Define and explain the concept of curriculum ID: 153682
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Slide1
Curriculum, components, development and evaluation
Dr
.
Farzana
Mahdi
Professor
Department
of
Biochemistry
farzana.mahdi@gmail.comSlide2
Curriculum
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
Learning ObjectivesSlide3
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”Slide4
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)Slide5
WHAT IS CURRICULUM?
CURRICULUM
Intended aims & objectives, content, experiences, outcomes and processes of the educational programme
Education structure
Entry
requirements
Assessment
system
Flexibilities
Programme
organisation
Length
Expected methods of
learning, teaching,
feedback and supervision.
Syllabus content:
Knowledge, skills,
attitudes, expertise
to be achieved.Slide6
Curriculum
Latin word means “ Race- course”
What it denotes?Slide7
It denotes
Path to be followed
Frame within which it has to be followedSlide8
? CurriculumProvides 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 Slide9
Curriculum
Student
What to learn
*Content
How to learn
*Educational strategy
Teaching Learning tools
Assessment
Educational
Enviornment
Learning OutcomeSlide10
Curriculum DevelopmentSlide11
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 Slide12
Zais Model
Needs knowledge of –
A – Curriculum foundations
B – Curriculum componentsSlide13Slide14
Curriculum foundations Answer of four basic questions give desired shape to curriculum
Why
a subject is being taught?
Who is being taught? MBBS/BDSHow a subject will be taught?face to face or distance modeWhat is to be achieved
Learning outcomeSlide15
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
advancesSlide16
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 Slide17
Which is correct ?
A
Objectives
MaterialsMethodsAssessment planningAssessmentB
Objectives
Assessment planning
Materials
Methods
AssessmentSlide18
“Begin with the end in mind”Slide19
Which is correct ?
A
Objectives
MaterialsMethodsAssessment planningAssessmentB
Objectives
Assessment planning
Materials
Methods
Assessment
√Slide20
Curriculum developmentCurriculum planning should be flexible
(example of communication skill)
Same learning objective could be achieved by using different teaching methodology. Slide21
Curriculum developmentSlide22
Subject centered approachEmphasis to complete subject matter
Number of lectures / number of topics / number of hours are assigned
(Contemporary MBBS curriculum) Slide23
DISCIPLINE BASED
O & G
SURG
MED
PED
FM
PATH
MICR
PHARM
CM
ANAT
PHYSIO
BIO CH.
BIO
PHY
MATH
CHEM
COMP
G.K.Slide24
Learner centered approachEmphasis on fulfilling the needs of learner.
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)Slide25
BE LEARNER ORIENTED
STUDENT DECIDES ON
Learning objectives
Course contentsMethods to be used to achieve objectivesLearning resourcesSequence and pace of learning.Time of AssessmentSlide26
Problem solving approachEmphasis on ability of learner to solve a given problem
Involves subject as well as learner centered approach Slide27
None of the approaches are entirely satisfactorySlide28
SPICES model of Medical curriculum
(Harden et al 1984)
Modern System
Traditional System
S
tudent
-centered
-
T
eacher-centered
P
roblem
-based
-
I
nformation-gathering
I
ntegrated
-
Discipline-based
C
ommunity
-based
-
H
ospital-based
E
lectives
-
S
tandard-program
S
ystematic
-
A
pprenticeship-based
(More the curriculum is on left side, the better it is )Slide29
INEGRATION
HORIZONTOL
VERTICAL
SPIRALSlide30Slide31
INTEGRATED
Anatomy
BiochemistrySlide32
Advantages of IntegrationReduces fragmentation of medical course.
Improves education effectiveness of teaching.
Promotes staff communication and collaboration.
Advantages of subject basedOmission of topics is avoided.Content of discipline is not neglected.Less costly.Teacher friendly.Provides a career choice.Slide33
Curriculum Designs
S
tudent oriented
Teacher oriented
P
roblem Based
Information Gathering
I
ntegrated
Discipline based
C
ommunity Oriented
Hospital based
E
lective
Uniform
S
ystematic
Apprenticeship/ Opportunistic
THE IDEAL MODEL?Slide34
Ideal Curriculum
NATIONAL HEALTH POLICYSlide35
Ideal Curriculum
STATE HEALTH POLICY
NATIONAL HEALTH POLICYSlide36
Ideal Curriculum
UNIVERSITY GOALS
STATE HEALTH POLICY
NATIONAL HEALTH POLICYSlide37
Curriculum Goals
Department Goals
Objectives - Assessments & Teaching Strategies
Ideal Curriculum
UNIVERSITY GOALS
STATE HEALTH POLICY
NATIONAL HEALTH POLICYSlide38
Curriculum Goals
Department Goals
Objectives - Assessments & Teaching Strategies
Assignments
D1
Dn
D6
D5
D4
D3
D2
Ideal Curriculum
UNIVERSITY GOALS
STATE HEALTH POLICY
NATIONAL HEALTH POLICYSlide39
Curriculum
Goals
Department Goals
Objectives - Assessments & Teaching Strategies
Assignments
D1
Dn
D6
D5
D4
D3
D2
Present situation
of medical education
NATIONAL HEALTH POLICY
STATE HEALTH POLICY
UNIV. GOALSlide40
Curricular determinants
National health objectives
Institutional Objectives
Departmental Objectives
Subject Content
Learning experiences
Assessment planSlide41Slide42
Curriculum Development: A Six Step Approach
David E KernSlide43
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 ImplementationStep 6 Evaluation and Feedback Slide44
CURRICULUM IS TOO IMPORTANT NOT TO BE EVALUATEDSlide45
WHAT CAN EVALUATION ADDRESS?
EVALUATION
structure
process
content
relevance
intentions vs achievement: curriculum in practice
qualities of graduates
teaching
learning
professional induction
cost-benefit
the unexpected
But almost never, cause and effect
outcomes & effects Slide46
THE EVALUATION SYSTEM
PURPOSE
CONTEXT
METHOD
OUTCOME
Decision
Communicatio
n
Curriculum change & developmentSlide47
APPROACHThere 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 renewalSlide48
"Curriculum is in the air. No matterwhat the problem in medical education, curriculum is looked to as the solution“
R M Harden