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Curriculum Module University of Lahore

Curriculum Module University of Lahore. Curriculum Development in Health Professions Education. Prof Syed Mulazim Hussain Bukhari. Curricular Developers. Graduate. Health Profession College. How to develop a Curriculum?. Objectives. Ethos. Assessment. Teaching & Learning.

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Curriculum Module University of Lahore

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  1. Curriculum Module University of Lahore Curriculum Development in Health Professions Education Prof Syed MulazimHussain Bukhari

  2. Curricular Developers

  3. Graduate Health Profession College

  4. How to develop a Curriculum? Objectives Ethos Assessment Teaching & Learning

  5. How to develop a Curriculum? Aligning all the pieces systematically in a sequence

  6. Bloom’s Taxonomy of Learning

  7. Miller’s Pyramid of Clinical Competence

  8. A model for curricular blueprint

  9. The Six-step Approach for Curriculum Development (Kern, 2009) Problem identification and general needs assessment Nominal Group Techniques, Workshops DREEM, Kirkpatrik Evaluation and feedback Targeted needs assessment Group Discussions, Interviews Transition Management Theory Implementation Goals and specific measurable objectives Educational strategies Problem-based, Self-directed, Case-based

  10. Cycles within Cycle General Needs Analysis Evaluation & Feedback Targeted Needs Assessment Implementation Goals & Objectives Educational Strategies

  11. The Assessment Cycle Miller Pyramid Principles of Assessment Evaluation and feedback Selection of Assessment Instruments Post-Exam Analysis Administration/Conduction of Assessment Blueprinting Standard Setting

  12. Characteristics of a Good Assessment – The Assessment Cycle Miller Pyramid Principles of Assessment 6 K,KH,S + 6 D DREEM, Kirkpatrik Evaluation and feedback Selection of Assessment Instruments (Utility Index) DI, DP, DA Utility Index= E x R x V x C x A x F Post-Exam Analysis Administration/Conduction of Assessment Blueprinting Fairness Standard Setting Absolute & Relative

  13. Ten Questions to Develop Curriculum (Harden, 1986) What are the needs? What are the aims and objectives? What content should be included? How the content should be organized? What educational strategies should be adopted? What teaching methods should be used? How to assess? How to communicate curriculum? How to develop educational environment? How to manage the process?

  14. Six Steps + Ten Questions Approach What are the needs? What are the aims and objectives? What content should be included? How the content should be organized? What educational strategies should be adopted? What teaching methods should be used? How to assess? How to communicate curriculum? How to develop educational environment? How to manage the process? General needs assessment Targeted needs assessment Evaluation and feedback Implementation Goals and specific measurable objectives Educational strategies

  15. Conclusion • Magnitude of change defines the amount of input, resources and time i.e. bigger change demand more input, in form of resources (men, money and machines), planning, and time. • Support from the leadership and ‘change team’ to overcome resistance. • Communicate, communicate & communicate.

  16. Curriculum Module University of Lahore Thank You IMI Teaching for Curriculum

  17. Curriculum Module University of Lahore Thank You IMI Teaching for Curriculum

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