Bureau of Medicine & Surgery Curriculum Design Model

1. Bureau of Medicine & SurgeryCurriculum Design Model Click to continue.

2. This module provides an overview of: 1. Instructional systems design 2. The phases of ISD 3. The competency-based model for ISD 4. Learning categories used in the model

3. Analysis Evaluation/ Maintenance Design Instructional Systems Design Development Implementation Instructional systems design Definition: Instructional systems design is an orderly process of building a training program to meet the real world requirements of graduates. It treats the training program as a system, with all parts meshing in a dynamic whole. Purpose: To improve training while decreasing training time and cost by targeting training to what MUST be taught.

4. Analysis Evaluation/ Maintenance Design Instructional Systems Design Development Implementation Instructional systems design Strategy: Determine the pieces of what must be taught and structure training as a system to teach those pieces (and JUST those pieces). Characteristics: 1. Job requirements drive decisions. 2. Cyclical process; decisions in one phase influence decisions in the next phase.

5. Analysis Design Development Implementation Evaluation / Maintenance Phases of instructional systems design. (slide 1 of 3) Analysis: What are the components of competent performance at the entry level for the specialty or function to be trained? Design: What knowledge, skills, and attitudes must students demonstrate in training to ensure competent performance at the entry level?

6. Analysis Design Development Implementation Evaluation / Maintenance Phases of instructional systems design (slide 2 of 3) Development: What information needs to be presented to the students? How can it best be presented? What learning activities will best assist students in meeting the objectives? Implementation: How will the course be conducted (teaching assignments, scheduling, etc.)? Evaluation/Maintenance: Does the course work? Do most of the students meet the objectives in training? Can graduates perform at the entry level for the specialty? Who is responsible for updating the curriculum and how will that be accomplished?

7. Analysis Design Development Implementation Evaluation / Maintenance Phases of instructional systems design (slide 3 of 3) Note that just as the output of one phase serves as the input for the next, each subsequent phase provides feedback on the completeness and accuracy of the output from the previous phase. Example: Job analysis in the analysis phase serves as the basis for writing learning objectives in the design phase. Work on learning objectives in the design phase may reveal omissions in the job analysis in the analysis phase. Finally, on-going evaluation data feeds into a new analysis phase during periodic reviews to confirm or re-establish the training requirements.

8. Task-Based View of Job Composition Task-based models of curriculum design view the job as being a compilation of the tasks performed in that job. The whole (i.e., the job) equals the sum of its parts (i.e., tasks). This is the basis for the traditional military model for curriculum design. Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task Task

9. TASK TASK knowledge skills attitudes knowledge skills attitudes Task-Based Models JOB Analysis of the job in task-based models consists of identifying the tasks that need to be performed in that job. Knowledge, skills, and attitudes are addressed task by task.

10. JOB TASK TASK knowledge skills attitudes knowledge skills attitudes Concept Weakness of task-based models for medical programs By looking at knowledge, skills, and attitudes only as they support individual tasks, concepts that link tasks or provide a rationale for performing one task rather than another may be overlooked.

11. Knowledge Skill Skill Skill Skill Knowledge Knowledge Attitudes Attitudes Attitudes Skill Skill Skill Skill Skill Skill Knowledge Knowledge Knowledge Attitudes Attitudes Attitudes Task Task Task Task Task Task Attitudes Attitudes Attitudes Task Task Task Task Task Task Task Task Task Task Task Competency-Based View of Job Composition The competency-based model views job composition as more than the sum of the tasks to be performed. It also includes the knowledge, skills, and attitudes that impact across the job as a whole.

12. Cognitive Affective Procedural Skills & Tasks Model of Competent Performance The foundation for the Medical Department’s competency-based model for instructional systems design is this model of competent performance. Competent performance is found at the intersection of cognitive, affective, and procedural abilities.

13. Facts Concepts Rules Theories Principles Cognitive Affective Procedural Skills & Tasks COGNITIVE REQUIREMENTS Information graduates must know, understand and apply; cognitive requirements provide the knowledge base for competent performance

14. Ethical conduct Legal issues Standards Attitudes Cognitive Affective Procedural Skills & Tasks AFFECTIVE REQUIREMENTS Attitudes, characteristics, and behaviors graduates are expected to display on the job. As a minimum, affective requirements must be covered from a cognitive perspective (i.e., teaching about the standards or attitudes that are considered important). Role models are extremely important in reinforcing affective requirements.

15. Cognitive Affective Procedural Skills & Tasks Soft Skills Tasks Procedural Skills PROCEDURAL REQUIREMENTS Skills and tasks graduates must perform on the job. See next slide for examples.

16. PROCEDURAL REQUIREMENTS • Soft Skills • Interpersonal skills • Communication skills • Leadership skills • Procedural Skills • Typing skills • Computer skills • Mechanical skills • Tasks • Type a letter. • Fill a prescription. • Take a blood pressure. Task - Specific performance with a clear path from beginning to end Skill - Ability that is useful in carrying out various operations and tasks Example: Task: Write a report. Skill: Ability to use vocabulary effectively.

17. SUMMARY Instructional systems design Orderly process for design and development of training, based on job requirements. Competency-based model: Includes skills, knowledge, and attitudes in the analysis of job requirements at the same level as tasks. A K S

18. If you have any comments or suggestions on this or other Curriculum Design and Development staff development modules, please forward them to: • Dr. Anne L. Ballard (BUMED-531) • Bureau of Medicine and Surgery • 2300 E Street NW • Washington, DC 20372-5300 • Phone: 202-762-3829 or DSN 762-3829 • Email: alballard@us.med.navy.mil • Your input is always welcome!