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Tensions in Curriculum Development

Tensions in Curriculum Development. Prof Della Freeth. Clarifying curriculum. Not simply a syllabus with assessments - Whole learning experience, planned and unanticipated Curriculum as: written delivered Received Formal and hidden curricula. Tensions - not so much . More like .

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Tensions in Curriculum Development

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  1. Tensions in Curriculum Development Prof Della Freeth

  2. Clarifying curriculum • Not simply a syllabus with assessments - Whole learning experience, planned and unanticipated • Curriculum as: • written • delivered • Received • Formal and hidden curricula

  3. Tensions - not so much ...

  4. More like ...

  5. Tension Triangles – KnudIlleris • How we learn: learning and non-learning in school and beyond • 2007, Routledge • Published in Danish in 1999

  6. Individual learning triangle Content/cognition Incentive/emotion Interaction Social environment

  7. Interaction triangle Individual Interaction Social situation (e.g. classroom, simulation, workplace) Societal situation Environment

  8. Illeris’ learning model Individual Content/cognition Incentive/emotion Interaction Social situation Societal situation Environment

  9. Think of model as creative tensions supporting curriculum development ...

  10. WHO Patient Safety Curriculum for Medical Schoolswww.who.int/patientsafety/education/curriculum/en/ • Introduced 2009, being piloted in 10 countries, ‘multiprofessional’ guide under development • 258 pages “... a comprehensive, ready-to-teach, topic-based patient safety programme” p4

  11. Approach • Detailed teachers’ notes and presentation slides provided. Also some case studies.

  12. Eleven topics: • What is patient safety? • What is human factors and why is it important to patient safety? • Understanding systems and the impact of complexity on patient care • Being an effective team player. • Understanding and learning from errors. • Understanding and managing clinical risk.

  13. Topics continued • Introduction to quality improvement methods. • Engaging with patients and carers. • Minimizing infection through improved infection control. • Patient safety and invasive procedures. • Improving medication safety.

  14. Patient safety curriculum and Illeris’ model • Is content dominating at present? • Will the suggested activities provide emotions/incentives that support positive and enduring learning? • How can we focus on productive tensions and balance points between content, emotion and social environments?

  15. Some thoughts ... • Importance of variety (e.g. stimulus material, structure of learning opportunity; perhaps also which corner of the individual triangle leads) • Strategic choice of learning environments, playing to the strengths of each: workplaces, classrooms, residential and leisure settings, physical simulations, virtual worlds, drama, archives of patient experiences, media archives, ...

  16. Some other tensions

  17. Thread or block?

  18. I favour

  19. Exotic or mundane?

  20. Error reduction or error recovery? • See Dror, I. (2011) A novel approach to minimize error in the medical domain: Cognitive neuroscientific insights into training. Medical Teacher, 33(1):34-38

  21. Theory and ideals, societal expectations, national policy ... • Daily realities in workplaces, patients’ homes, public spaces

  22. Challenges • How might you use the Illeris model to: • plan and enliven patient safety education? • Attend to tensions that you encounter?

  23. Thank you • d.freeth@qmul.ac.uk

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