Curriculum, components, development and evaluation

1. Curriculum, components, development and evaluation Dr. FarzanaMahdi Professor Department of Biochemistry farzana.mahdi@gmail.com

2. Curriculum Learning Objectives 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

3. 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”

4. 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)

5. WHAT IS CURRICULUM? Entry requirements Flexibilities Intended aims & objectives, content, experiences, outcomes and processes of the educational programme Education structure Assessment system Length Programme organisation CURRICULUM Syllabus content: Knowledge, skills, attitudes, expertise to be achieved. Expected methods of learning, teaching, feedback and supervision.

6. Curriculum Latin word means “ Race- course” What it denotes?

7. It denotes • Path to be followed • Frame within which it has to be followed

8. ? Curriculum • Provides 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

9. Curriculum Student What to learn *Content How to learn *Educational strategy Teaching Learning tools Assessment Educational Enviornment Learning Outcome

10. Curriculum Development

11. 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

12. Zais Model Needs knowledge of –  A – Curriculum foundations B – Curriculum components

14. Curriculum foundationsAnswer of four basic questions give desired shape to curriculum • Why a subject is being taught? • Who is being taught? • MBBS/BDS • How a subject will be taught? • face to face or distance mode • What is to be achieved  Learning outcome

15. 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 advances

16. 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

17. Which is correct ? A Objectives Materials Methods Assessment planning Assessment B Objectives Assessment planning Materials Methods Assessment

18. “Begin with the end in mind”

19. Which is correct ? A Objectives Materials Methods Assessment planning Assessment B Objectives Assessment planning Materials Methods Assessment √

20. Curriculum development • Curriculum planning should be flexible (example of communication skill) • Same learning objective could be achieved by using different teaching methodology.

21. Curriculum development

22. Subject centered approach • Emphasis to complete subject matter • Number of lectures / number of topics / number of hours are assigned (Contemporary MBBS curriculum)

23. DISCIPLINE BASED

24. Learner centered approach • Emphasis 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)

25. BE LEARNER ORIENTED STUDENT DECIDES ON • Learning objectives • Course contents • Methods to be used to achieve objectives • Learning resources • Sequence and pace of learning. • Time of Assessment

26. Problem solving approach • Emphasis on ability of learner to solve a given problem • Involves subject as well as learner centered approach

27. None of the approaches are entirely satisfactory

28. SPICES model of Medical curriculum (Harden et al 1984) (More the curriculum is on left side, the better it is )

29. INEGRATION HORIZONTOL VERTICAL SPIRAL

31. INTEGRATED Anatomy Biochemistry

32. Advantages of Integration • Reduces fragmentation of medical course. • Improves education effectiveness of teaching. • Promotes staff communication and collaboration. Advantages of subject based • Omission of topics is avoided. • Content of discipline is not neglected. • Less costly. • Teacher friendly. • Provides a career choice.

33. Curriculum Designs THE IDEAL MODEL?

34. Ideal Curriculum NATIONAL HEALTH POLICY

35. Ideal Curriculum NATIONAL HEALTH POLICY STATE HEALTH POLICY

36. Ideal Curriculum NATIONAL HEALTH POLICY STATE HEALTH POLICY UNIVERSITY GOALS

37. Ideal Curriculum NATIONAL HEALTH POLICY STATE HEALTH POLICY UNIVERSITY GOALS Curriculum Goals Department Goals Objectives - Assessments & Teaching Strategies

38. Ideal Curriculum NATIONAL HEALTH POLICY STATE HEALTH POLICY UNIVERSITY GOALS Curriculum Goals Department Goals Objectives - Assessments & Teaching Strategies D1 D2 D3 D4 D5 D6 Dn Assignments

39. Present situationof medical education UNIV. GOAL NATIONAL HEALTH POLICY STATE HEALTH POLICY Curriculum Goals Department Goals Objectives - Assessments & Teaching Strategies D1 D2 D3 D4 D5 D6 Dn Assignments

40. Curricular determinants National health objectives Institutional Objectives Departmental Objectives Subject Content Learning experiences Assessment plan

42. Curriculum Development: A Six Step Approach David E Kern

43. 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 Implementation • Step 6 Evaluation and Feedback

44. CURRICULUM IS TOO IMPORTANT NOT TO BE EVALUATED

45. WHAT CAN EVALUATION ADDRESS? intentions vs achievement: curriculum in practice outcomes & effects structure content relevance EVALUATION teaching process learning professional induction cost-benefit qualities of graduates the unexpected But almost never, cause and effect

46. THE EVALUATION SYSTEM PURPOSE OUTCOME METHOD CONTEXT Decision Communication Curriculum change & development

47. APPROACH • There 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 renewal

48. "Curriculum is in the air. No matter what the problem in medical education, curriculum is looked to as the solution“ R M Harden