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Curriculum Development

Curriculum Development. Learning outcomes. By the end of this session, you will be able to: Describe how to develop an outcome-based curriculum or learning module Write learning outcomes for an evidence-based practice module Describe appropriate teaching and learning methods

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Curriculum Development

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  1. Curriculum Development

  2. Learning outcomes By the end of this session, you will be able to: • Describe how to develop an outcome-based curriculum or learning module • Write learning outcomes for an evidence-based practice module • Describe appropriate teaching and learning methods • Describe appropriate assessment strategies • Describe strategies for evaluating curricula

  3. What is a curriculum? “Everything that happens in relation to the educational programme.” (Genn J, 1995)

  4. Formal and the informal learning On the job Accidental learning at work Making and taking learning opportunities at work Conscious Unconscious Structured learning experiences e.g. courses, workshops Accidental learning at home and socially Off-the-job

  5. Curriculum planning cycle Needs assessment Curricular cycle Output Design Implementation Peyton and Peyton, 1998

  6. Outcome-based curricula Aims, desired outcomes (will be able to…)and content Teaching and learning Assessment Evaluation

  7. Curriculum development • What sort of healthcare worker do we want? • How will we reflect demands from external agencies? • What outcomes and content should we include? • What teaching and learning methods should we use? • How will we assess learners? • How should we establish links to evaluation?

  8. Curriculum development • What sort of healthcare worker do we want? • How will we reflect demands from external agencies? • What outcomes and content should we include? • What teaching and learning methods should we use? • How will we assess learners? • How should we establish links to evaluation?

  9. Specialists in adult psychiatry “work with others to assess, manage and treat people of working age with mental health problems and contribute to the development and delivery of effective services for such people.”

  10. Curriculum development • What sort of healthcare worker do we want? • How will we reflect demands from external agencies? • What outcomes and content should we include? • What teaching and learning methods should we use? • How will we assess learners? • How should we establish links to evaluation?

  11. Curriculum development • What sort of healthcare worker do we want? • How will we reflect demands from external agencies? • What outcomes and content should we include? • What teaching and learning methods should we use? • How will we assess learners? • How should we establish links to evaluation?

  12. Learning outcomes should: • Be written in the future tense • Identify important learning requirements • Use language which students can understand • Be achievable • Be assessable

  13. Learning outcomes Acceptable verbs: • To describe • To compare • To analyse • To plan • To critically appraise Unacceptable verbs: • To know • To understand • To appreciate • To enjoy • To believe

  14. Evidence-based practice • Askan answerable question • Accessthe evidence • Appraisethe evidence • Applythe appropriate evidence • Assess the process

  15. Curriculum development • What sort of healthcare worker do we want? • How will we reflect demands from external agencies? • What outcomes and content should we include? • What teaching and learning methods should we use? • How will we assess learners? • How should we establish links to evaluation?

  16. Learned curriculum Planned curriculum Taught curriculum

  17. Educational strategies Student-centred Problem-based Integrated Community-based Electives + core Systematic Teacher centred Information gathering Discipline-based Hospital-based Uniform Apprenticeship

  18. Spiral Curriculum • “Doer” of EBP • - Clinical Expert • - Knowledge manager • “User” of pre-appraised resources • - Shared decision-maker • “Replicator” - guidelines

  19. Coomarasamy A, Khan K. What is the evidence that postgraduate teaching in EBM changes anything? A systematic review. BMJ 2004;329 Teaching and learning

  20. Curriculum development • What sort of healthcare worker do we want? • How will we reflect demands from external agencies? • What outcomes and content should we include? • What teaching and learning methods should we use? • How will we assess learners? • How should we establish links to evaluation?

  21. Assessment Does Performance review Workplace-based assessment Critically Appraised topics Shows How OSCE Critical Appraisal Paper Knows How Essay papers MCQ, SBA, EMI Knows

  22. Curriculum development • What sort of healthcare worker do we want? • How will we reflect demands from external agencies? • What outcomes and content should we include? • What teaching and learning methods should we use? • How will we assess learners? • How should we establish links to evaluation?

  23. Kirkpatrick’s hierarchy Level 4: Performance change Level 3: Behaviour change Level 2: Knowledge change Level 1: Reaction Kirkpatrick D, 1967

  24. Evaluating the curriculum Curriculum echolalia Hereditary curriculitis Curriculasclerosis Carcinoma of the curriculum Curriculomegaly

  25. Team-working

  26. ANY QUESTIONS?

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