Curriculum Design development Prof Md Abid Hossain Mollah

Curriculum Design & development Prof Md Abid Hossain Mollah BIRDEM General Hospital

Presentation Objectives o What is curriculum o What are the key elements of curriculum o What are the educational strategies o What are different types of curriculum? o How to plan a curriculum

What is Curriculum? “Curricle” 2 wheeler Chariot drawn by horses in a race “ Study Track” along which students travel during a course of study

What is Curriculum? the academic plan “The blue print” Series of planned activities intended to Bring about specific learning outcomes

What is not a Curriculum? o o Syllabus A list of contents Timetable of lectures A teaching programme written by clinicians or basic scientists based on their own experience

Curriculum: Academic plan k e y e l e m e n t s o Goals of the programme o Contents to be taught & learned o Sequence of implementations o Teaching strategies o Description & allocation of resources o Plan for evaluation & adjustment

Curriculum o Not static, changing over time o Society changing o Disease demography changing o Concept of learning changing o Assessment systems are changing o Newer teaching technologies

Curriculum Why is it essential A clear guideline to reach the objectives

Curriculum: Types o Core curriculum: Basic and essential learning & experiences, being expected from all students o Elective/ special study module: may or may not be related to medicine but it can augment the core. E. g. a project work, e-learning programme

Curriculum: Types o Discipline based o Competence based o Problem based o Community based o Integrated

Curriculum: Types 3. Hidden curriculum: Aspects that students learn during the course which the institution had not set out to teach e. g. Bed side response of a teacher with patients and relatives 4. Null curriculum: Contains items that the institution definitely intends not to teach e. g. MBBS curriculum do not want to produce doctors with nursing skills

Curriculum planning

Curriculum: planning Mission statement To train doctors, who can deliver effective health services

Educational environment Teaching strategy Contents ? ? ? Organization ? ? Teaching Methods? ? ? Community needs Objectives Curriculum How to implement? ? ? Assessment ? ? How to monitor ? ? ? Budget ? ? ?

Curriculum Q. What are the community needs in the context of changing circumstances? Q. What are the curricular needs? Q. How to assess? o Wiseman approach o Critical incident studies o A study of errors inpractice

Imel’ 1992

Curriculum: Goals & objectives o The Compass that directs curriculum development to the intended way

Curriculum : objectives o Instructional methods, contents o Design & select assessment instruments and procedure o Ensures learner’s ultimate experience in line with mission statement

Curriculum Educational strategy o Student centered o Teachercentered o Problem based o Information gathering o Integrated o Discipline based o Community oriented o Hospital based o Electives o Standard programme o Systematic o Apprenticeship

Q. How to formulate and organize the contents? Curriculum integration

Curriculum Traditional curriculum Basic science Applied science Clinical science

Horizontal Integration Physiol ogy Anatom y Radiolo gy Patholo gy Cardiovascular Pharma cology Psychol ogy Bioche mistry Clinical Practice

Spiral Integration S P I R R A L

what teaching methods? Appropriate teaching methods for better INTERACTION of STUDENTS to reach the desired goals

Preparing teaching area identify relevant persons to assist the session

Assessment: planning o Why should be assessed? q Reason o What should be assessed? q Content o When should be assessed? q Time o How should be assessed? q Method o Who should assess? q Assessor

Curriculum evaluation & Monitoring Collection of feedback from teachers, students registrars And communicated back to the faculty members

planning: Summary o o o o Need assessment of the community Goals & Objectives of the curriculum Formulation & organization of contents Selection of educational strategies Selection of appropriate Teaching methods Assessment of students Evaluation & monitoring of curriculum Amin Z et al’ 2007

Curriculum: Planning OBJECTIVES Learning Methods CONTENTS Organization Of contents ASSESSMENT Evaluation & Correction Information overload, Time, Opportunities, Burden of students

Curriculum: Conclusion o A dynamic process that needs a systematic & stepwise implementation o Should have a built-in feedback system with room for ongoing modification o A broad-based consensus of the faculty and supports from authority is crucial

Curriculum is not static, it is dynamic But why? • Society is changing • Diseases demography is changing • Medical science expand exponentially • Concepts of teaching are changing • Newer teaching technologies are available

Curriculum designing Situation o Health needs o Resources of health system o Job description Situation Analysis List of Tasks Task analysis Learning Objectives - list of skills - facts, attitudes needed Curriculum design Curriculum + lesson plans o - objectives o - teaching methods o - assessment methods o - evaluation

Origin, Meaning, Concept and Process of Curriculum Development Professor Dr. Md. Humayun Kabir Talukder (Curriculum Development & Evaluation) Centre for Medical Education (CME) Phone: 01711534774 E-mail: hktalukder@yahoo. com

Objectives: 1. Define curriculum 2. Narrate the necessity to change curriculum 3. List different natures of curriculum 4. Describe the recent trends in curriculum development 5. Narrate the principles of curriculum development 6. Enumerate the steps in curriculum development 7. Discuss the approaches for designing curriculum 8. Mention the ways and types of curriculum development 9. Describe the different issues in curriculum development 10. Discuss different models of curriculum development

What is Curriculum ? The Curriculum is more than any one of the following : • A plan that will determine an educational experience. • A timetable • A list of content • A list of objective • A list of learning experience; or even • Students and staff getting together for the purpose of fulfilling the course objectives.

What is Curriculum? • Curriculum is a formal plan of educational experiences and activities offered to a learner under the guidance of an educational institution • Curriculum in fact is an organised plan of course outlines, along with the objectives and learning experiences to be used for achievement of these activities.

What is Curriculum? (Continued) • Curriculum is the blue print that entails the goal of any educational activities and endeavor to achieve the goal. • Curriculum refers to a series of planned activities that are intended to bring about specific learning outcomes.

Different natures of curriculum: • • • Discipline based curriculum Core & optional contents based curriculum Community oriented & community based curriculum Competence based curriculum Integrated curriculum Problem based curriculum Evidence based curriculum Best evidence based curriculum Outcomes based curriculum

Types of Curriculum: 1. Subject oriented – Discipline based, System based 2. Competence based- Task oriented or Activity oriented 3. Experience based- Problem based, Community based 4. Core curriculum- Hard core(must attend & must pass), Soft core( Must attend & may pass), Optional core( May attend & may pass)

Recent trends in curriculum development : • Education for capability • Professionalism • Continuing medical education • Student centered education • Focus on problems or tasks • Integration of subjects & sometimes professions.

Principles of Curriculum Development R W Tyler in 1949 formulated four principles • Defining useful learning objectives • Establishing useful learning experiences • Organizaing learning experience to have a maximum cumulative effect. • Evaluating the curriculum and revising those aspects that did not prove to be effective.

Steps of Curriculum development : • Assessments of needs • Selection, formulation & classification of objectives • Selection & organization of contents • Selection & organization of learning experiences • Evaluation of learning • Implementation of evaluation results

Curriculum & some questions: What Subjects Who Students/Teacher/Resource person Why Objective When Pre-clinical, clinical How Content Method Evaluation Resource Where Facilities Person Materials Community Institution

Origin of Curriculum: Educationists adopted this word to refer to the “ Word Curriculum derived from Latin word Race -course in 17 th Century at University of Glasgow

Issues in designing curriculum: • What are the needs in relation to the product of the curriculum ? • What are the aims & objectives? • What content should be included ? • How should the content be organized? • What educational strategies should be adopted? • What teaching methods should be used?

Issues in designing curriculum: (Continued) • How should assessment be carried out? • How should details of curriculum be communicated? • What educational environment or climates should be fostered ? • How should the process be managed ?

Three ways of curriculum development : • Human being oriented-- Medicine, Law. Involve ethics. Ist person-- profession Directly affect people. • System oriented--Business, Architect Engineering. Ist person--- System. Indirectly affect people. • Knowledge oriented-- Arts, Literature. Don’t touch people practically, touch emotionally.

Types of Curriculum: 1. Formal curriculum- MBBS/BDS curriculum 2. Informal curriculum-Editing magazines, attending debates or sports, interact with each other

11 P for curriculum development : P. 1 ----- Problem P. 2 ---- Population P. 3 ---- Political Commitment P. 4 ---- Purpose P. 5 ---- Personnel P. 6 ----- Programme P. 7 ---- Procedure P. 8 ---- Philosophy P. 9 ---- Psychology P. 10 ---- Planning P. 11 ---- Place

Basic points to consider in curriculum planning : Cooperative----- A programme prepared by a group is less liable to error than one prepared by a single person Continuous programme, ----planning provision a should In be made for its continuous revision Comprehensive- Interaction among the programme components must be precisely defined Concrete ------- Not considerations, but concrete professional tasks must constitute the essential structure of a relevant programm.

Six dimensions of the SPICES : Student-centered----Teacher-centered Problem-based-------Information-gathering Integrated------Discipline-based Community-based ------Hospital-based Elective----------Uniform Systematic----- Apprenticeship-based

Malcolm Skilbeck’s Model: V I Evaluation Situational Analysis IV II Interpretation Goal Formulation III Programme Building

OECD Model 1979: A Model of School Based Curriculum development I Analysis of Students VIII Plan for implementation evaluation and revision II Resources and Constraints VII III Allocation of time, accommodation, General Objectives resources(aims, purposes) VI IV Students Assessment Specific Objectives (monitoring) (including content) V Methods and Means