GUIDELINES FOR CURRICULUM PLANNING

1. GUIDELINES FOR CURRICULUM PLANNING Jose Y. Cueto Jr., MD, MHPEd Member Board of Medicine

2. Overall Plan CURRICULUMINSTRUCTION

3. Curriculum: Basic Elements Hilda Taba: “Curriculum Development: Theory and Practice” 1. Objectives 2. Content 3. Teaching-learning activities 4. Evaluation

4. Planning a Curriculum GOAL GENERAL/SPECIFIC OBJECTIVES COMPETENCIES OR ABILITIES CONTENT OR SUBJECT MATTER

5. Planning a Curriculum TEACHING-LEARNING ACTIVITIES ORGANIZATION OF ROTATIONS EVALUATION OF RESIDENTS RESOURCES

6. Planning a Curriculum Instructional Design for Rotations (Oncology, Infectious diseases, etc) Objectives Content Teaching-learning activities Resources Evaluation

7. Planning a Curriculum Evaluation of Program (by accrediting body) Evaluation of Graduates (by certifying body)

8. The Goal Sets the overall target for the whole training program May be worded “To train residents to assume the following roles….”

9. The General Objective What should be accomplished at the end of the whole program Emphasis on the role as clinician, in the diagnosis and management of diseases

10. The Specific Objectives The objectives at the end of each year of training Different domains: Cognitive Psychomotor Affective

11. The Competencies The abilities that should be acquired by the trainee The competencies include: Cognitive Psychomotor Affective Interpersonal Skills Communication Skills

12. The Content This specifies all the subject matter that the trainee needs to learn in the different domains Cognitive, Psychomotor, Affective

13. The Teaching-Learning Activities The wide range of learning experiences of the trainees coupled with the activities utilized by the trainors to “teach, train, demonstrate” Include actual patient management in different settings, rounds, presentations, discussions, conferences

14. Acquisition of Psychomotor Skills Fitts and Posner (1976) Cognitive Phase Associative Phase Autonomous or Fixation Phase

15. Psychomotor Skills Documentation of progression Assists Supervised operations Operations independently performed

17. Advantage Credentialing and privileging Complete documentation Use for determining hospital privileges to be granted Physician will only be allowed to perform procedures based on what he was able to do during training

18. The Organization of Rotations Sequence and structure, duration Covered by the Instructional Design for the particular rotation Short periods (1-4 months)

19. The Evaluation of Residents The knowledge, skills and attitudes acquired by the residents during rotations, at end of rotations, at the end of the year, and at the end of the training program need to be assessed Utilize different methods Feedback should be given after the evaluation Internal and external

20. The Resources Sufficient number of trainors Adequate facilities, equipment, and clinical material Support services

21. Evaluation of Program To assess the overall quality Different components Conducted by appropriate body Structured system

22. Evaluation of Graduates For certification Written, oral and practical exams Feedback to institutions

23. Instructional Design for Rotation Detailed Covers each rotation Communicates what should be learned during the rotation

24. Summary The basic elements of a curriculum were identified For planning a residency training curriculum, additional elements were incorporated The guidelines can be modified as the need arises Ownership of the curriculum should be developed to ensure its implementation

25. THANK YOU!