a recipe for success

Building a Curriculum:

A Recipe for SuccessZEHOUR AL SABBANCOREY HEERSCHAPCHRISTINE RACETTE

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Food and youIce Breaker

What is your favorite meal?

What is the first recipe you learnt to prepare? When you were a teenager, did you enjoy cooking? What food would you like to learn how to cook?

Name one good eating habit you think you should adopt… Name one of your good eating habits…

Food and you

Lesson Plan

Objectives

Be aware of at some advantages of a systemic approach to curriculum development

Experience the application of Kern’s method to build a curriculum

Identify Kern’s 6+2 steps of curriculum development

What is “Curriculum”?

Latin: track or race course

Content and subject of education

Planning and implementation of education programs Needs assessment for programs

Formulation of goals and objectives

Selection of approaches

Methods of instruction

Consideration of the teaching environment

Assessment of learners

Evaluation

What is “Curriculum”?

It is a design plan for learning that requires the purposeful and proactive organization, sequencing, and management of the interactions among the teacher, students and content

Encompassing a breadth of education experiences. (One or more sessions on a specific subject, clinical rotation or clerkship, entire training program)

Curriculum

Formal (Intended) The actual implementation of the plan

Informal (Hidden) The teaching of values, attitudes, and behavior through the

organization and teachers’ attitudes (Interpersonal teachings)

The unplanned, but “experienced,” curriculum

Complement

Curriculum Models

Tyler Basic Principles of Curriculum and Instruction (1949)

What is the purpose of the education?

What educational experience will attain the purposes?

How can these experiences be effectively organized?

How can we determine when the purposes are met?

Learner-centered approach

“Deductive”

Curriculum Models

Taba

Curriculum Development. Theory and Practice (1962)

Step 1. Diagnosis of needsStep 2. Formulation of objectivesStep 3. Selection of contentStep 4. Organization of contentStep 5. Selection of learning experiencesStep 6. Organization of learning experiences (development of methods) Step 7. Determination of what to evaluate and how (Taba1962:12)

“Inductive”

Saylor, Alexander and Lewis

Oliva 2009

Why do we need a model?

Outline a basic framework for what, how, when and how to know if it has been achieved

Represent an articulation of what students should know and be able to do

Greater efficiency and productivity

Designs

Harden 10 questions

Kern 6+2

SPICES

PRISMS

Kern 6+2 steps

Kern DE, Thomas PA, Hughes, M. Curriculum Development for Medical Education: A Six-Step Approach. United States: The Johns Hopkins University Press; 2009.

+2 steps:- Maintenance and enhancement- Dissemination

References

1. Läänemets U, Kalamees-Ruubel K. The Taba-Tyler Rationales. Journal of the American Association for the Advancement of Curriculum Studies. 2013; 9(2) 1-12 .

2. Kern DE, Thomas, PA, Hughes MT. Curriculum Development for Medical Education: A Six-Step Approach. 2nd edition. United States: The Johns Hopkins University Press; 2009.

3. Omar MI, Shakil A. How to Spice up the curriculum. Archives of Pharmacy Practice. 2010; 1(2). pp 7-8.

4. Harden RM, Sowden S, Dunn WR. Educational strategies in curriculum development: the SPICES model. Medical Education. 1984 Jul;18(4):284-97

5. Harden RM. Ten Questions to ask when planning a course or curriculum. Medical Education 1986; 20,356-365

Problem Identification & General Needs Assessment

Problem identification

“Even the simplest health problem may be refractory to any educational or other intervention, if the problem has not been well defined.”

Kern, 1998

Helps define priorities Content

Form

Problem identification

WHO is affected?

Individual: The learner’s needsOther stakeholder’s

needs

Institution: The faculty’s or the hospital’s needs

Society: The community’s needs

WHAT is affected?

Qualitative and quantitative importance

Attitude, skills, knowledge

Cognitive and affective

Satisfaction

Performance

Costs

Social, political, economical outcomes

Let’s cook!

The Problem:

High school students in a low income community

Many have poor eating habits with an actual / potential impact on their health

WHO: High school students

School

Society

WHAT: Attitude, skills and knowledge regarding good eating habits

Health outcomes

Costs


General needs assessment

Ideal situation-

Current situation

= General needs

Needs: What has to be adressed to close the gaps between the current situation and the ideal situation.

A needs assessment helps define Areas for improvement

A method to address barriers to improvement

Types of needs Perceived needs

What each individual thinks about his needs

Varies with every individual

Expressed needs

Needs for which people have seeked help

Normative needs

Needs based on standard criteria

Relative needs

Needs based on the difference with what is done elsewhere

Megan wants to know how to choose healthy snacks.

John asked his coach how he could better eat before a swimming competition.

Most of the students do not follow Canada’s Food Guide.

The students do not receive training on healthy eating habits, compared to most high schools in the province.

General needs assessment

1. What is currently done?

2. What sould be done?

3. What factors affect the problem?

1. What is currently done?

What is (or is not) done by:

• Individuals

• Educators

• Institutions

• Society

Locally / Elsewhere

Tradition / Emerging trends

What are the consequences?

Obtain information from:

• Direct observation

• Interviews, questionnaires, diaries• Stakeholders

• Experts

• Reports, audits

• Litterature review

Current situation of our students…

Direct observation:

Increasing popularity of fast food and soda.

No current training on eating habits/cooking.

Review of the litterature:

A recent study shows that the majority of Ontarian adolescents eat fast food at least once a week.

Between 1998-2008, there was a 70% increase in type 2 diabetes diagnosis in Canada among children.

Comparison with other schools:

In the province, the majority offer training on healthy eating habits.

New trend towards developing cooking workshops in other provinces.

Questionnaires to 9th and 12th graders:

Rarely cook.

Would like to learn how to eat properly prior to physical activity.

12th grader would like to learn how to cook so they save money once they go to college.

Most do not know the Canada’s Food Guide Recommendations.

2. What should be done?

Ideal approach

What should (or should not) be done by:

• Individuals

• Educators

• Institutions

• Society

Obtain information from:• Interviews, questionnaires, diaries,

• Stakeholders

• Experts

• Guidelines and Recommendations

• Reports, audits

• Litterature review• Delphi technique• Nominal group technique

Modified Delphi technique

Sequential questionnaires with controlled feedback between each round.

Feedback between rounds can increase knowledge, generate new ideas and motivate participants.

Aims at obtaining consensus through combining knowledge and experience of participants anonymously.

Helps structure group communication, especially when there is no consensus or lack of evidence.

Critique: agreement or conformity?

Open questi

onsIssues to be

adressed

Quantification/ranking of

identified

issues

Clarificatio

n/ adjustmen

t

Feedback Feedback

Nominal group technique

Each member gives his opinion with an explanation

Duplicatas are removed

The group ranks the ideas with a facilitator encouraging discussion

A final decision is taken Often a combination more than one idea

What should be done in this situation?

Use the Nominal group technique to define:

What should the adolescents do/know?

What should the school do?

What should the society do?


3. What factors affect the problem?

Personal and environmental factors

Predisposing• Influence motivation to change

• Knowledge, attitudes, beliefs

Enabling• Influence effort to change

• Skills, external forces

Reinforcing Influence the maintenance of the change Feedback, results

Influencing factors

Think/Pair/Share

For each factor, find one example that may apply to our high school students:

Predisposing

Enabling

Reinforcing


Examples of influencing factors

Predisposing Influence motivation to change

Knowledge, attitudes, beliefs

Enabling Influence effort to change

Skills, external forces

Reinforcing Influence the maintenance of the

change

Feedback, results

Knowledge on diseases influenced by heating habits

Need for autonomy

Culture

Moving for college

Cooking skills

Financial resources

Final exam

Positive feedback from family/friends / physician

Weight loss

Feeling empowered

Saving money

Getting a new job in a restaurant

Learners Needs Assessment

Learners needs assessment

In continuity with the assessment of the actual situation

Identify targeted learners

Is teaching to these learner pertinentto solving the specific problem?

Individual characteristics

Type of learners

Identify content Previous or already planned training and experience

Existing proficiencies : knowledge, attitudes and skills

Current performance

Perceived needs, expectations and goals

Learning style

Preferred learning strategies (time, format, method)

Resources

Assess learning needs but also what could facilitate it : schedule, format…

Method

The method will depend on: The quality of information that is required

The level of agreement between the curriculum designers

Can be combined with the assessment of the actual situation

Grant J. Learning needs assessment: assessing the need. BMJ; 2002; 324(7330):156-9.

References

1. Bice-Stephens W. Designing a learning-needs survey--10 steps to success. J Contin Educ Nurs. 2001 Jul-Aug;32(4):150-1.

2. Grant J. Learning needs assessment: assessing the need. BMJ; 2002; 324 (7330):156-9.

3. Karni KR, Duckett L. Curriculum design: Questions to ask. Clinical Laboratory Science. 1998;11(2):78.

4. Kern DE. Thomas PA, Bass EB, Howard DM. Curriculum Development for Medical Education: A Six-Step Approach. 1st edition. United States: The Johns Hopkins University Press; 1998. Chapter 2, Problem Identification and General Needs Assessment; p. 9.

5. Kern DE, Thomas PA, Hughes MT. Curriculum Development for Medical Education: A Six-Step Approach. United States: The Johns Hopkins University Press; 2009.

6. McKimm J. Curriculum design and development [web-based learning resource]. London deanery; 2003 [updated 2007; cited 2015 Jan]. Available from: http://www.faculty.londondeanery.ac.uk/e-learning/setting-learning-objectives/Curriculum_design_and_development.pdf

7. Peyton JWR. Teaching & learning in medical practice. Heronsgate Rickmansworth, Herts: Manticore Europe Ltd; 1998.

8. Powell C. The Delphi technique: myths and realities. Journal of Advanced Nursing. 2003;41(4):376-82.

9. Prideaux D. Curriculum design. BMJ. 2003;326 (7383):268-70.

http://www.faculty.londondeanery.ac.uk/e-learning/setting-learning-objectives/Curriculum_design_and_development.pdf

http://www.faculty.londondeanery.ac.uk/e-learning/setting-learning-objectives/Curriculum_design_and_development.pdf

Goals & Objectives Setting

What are they and why are they important?

A goal or objective is the expectant outcome of an endeavour to effect change Goal: general expected outcome

Objective: more specific expected outcome

Goal and objectives: Direct content of the curriculum

Enable potential for evaluation

Communicate expectations of the curriculum

MacLeod, 2012

Group Activity

Let’s create a goal that summarizes our learning curriculum for the scenario!


Objective Creation

Utilize the SMART acronym: Specific, Measurable, Attainable, Realistic, and Time Bound

Who / Will do / How much / Of what / By when?

Utilize a verb

Utilize a noun

Must state criteria for success

Must note conditions of performance

Objective Types

Learner Objectives Relate to cognitive, affective, and psychomotor domains

Process Objectives Related to implementation of the curriculum

i.e.. Amount of participation

Outcome Objectives Outcomes that affect others besides the learner i.e.. patients

Collaborative Learning

Curriculum developers must keep in mind both learners and mentors develop their own objectives along with curriculum objectives.

Therefore although all curriculums must have specific objectives too many can hinder collaborative learning between a mentor and the learner.

Putting knowledge into practice

Please split into 2 groups.

Groups will be divided by either grade 9 students or grade 12 students.

Each group is to create three objectives, one for each of: Knowledge

Skill

Attitude

10 Minutes will be given .designed by Freepik.com

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https://www.polleverywhere.com/free_text_polls/eVhWJAhHymfKvli?preview=true

References

1. Doran, G. T. (1981). There's a S.M.A.R.T. way to write management's goals and objectives. Management Review, 70(11), 35-36

2. Effective Goal Setting. Health Care Registration 2010 09;19(12):5-6.


4. MacLeod, L. Making SMART Goals Smarter. PEJ. 2012; 38(2): 68-72.

Educational Strategies

Educational StrategiesContent

Methods

Syllabus

Learning objectives and methods

Curricular events and practical informtion

Written curricular materials

Suggestions and resources

Guidelines for choosing educational methods

Maintain congruence between objectives and methods

Use multiple educational methods

Feasible

Cognitive Objective

s

Affective Objectives

PsychomotorObjective

s

Educational Methods

Cognitive Objectives

Readings

Lectures

Audiovisual materials

Discussion

Programmed learning

Problem based learning

Educational Methods

Affective Objectives

Exposure

Facilitation of openness

Role models

Educational Methods

Skill Objectives

Supervised clinical

experiees

Simulations

Audio or visual reviews

of skills

Educational Methods

Behavioral Objectives

Removal of barriers to

performance

Provision of resources that

facilitate performance

Provision of reinforcements for

performance

Methods for Promoting Professionalism

Role Modeling

Facilitated reflection on and discussion of experiences

Participation in writing professionalism goals

Ethics consultation rounds

Peer evaluation

Participation in Honor Boards

Service learning and volunteering

References

1. Grunwald T, Corsbie-Massay C. Guidelines for cognitively efficient multimedia learning tools: educational strategies, cognitive load, and interface design. Acad Med. 2006;81:213-23.

2. Karni KR, Duckett L. Curriculum design: Questions to ask. Clinical Laboratory Science. 1998; 11(2):78.



BREAK 30 MIN


LET’S GROUP


Cognitive Objectives

Readings

Lectures

Audiovisual materials

Discussion

Programmed learning

Problem based

learningAffective

Objectives

Exposure

Facilitation of openness

Role models

Skill Objectives

Supervised clinical

experiees

Simulations

Audio or visual reviews

of skills

Behavioral Objectives

Removal of barriers to

performance

Provision of resources that

facilitate performance

Provision of reinforcements for performance

Curriculum Implementation

Resource Identification

Human Resources

Audio Visual

Support Staff

Instructors

Time

Time needed to develop and implement curriculum

Time needed for learners to participate in utilizing the curriculum

Amenities

Space to implement curriculum

Equipment needed

Financials

Will there be extra expenses due to the new curriculum?

Can existing resources be utilized in other ways to save costs?

Support Obtainment

Internal Assistance

Stakeholders

Learners

Faculty

External Assistance

Funders

Grants

Organizations/Foundations

Individual Financers

Educators:

Wish to be involved and have input into the new curriculum

Are more likely to initiate change when they see it can positively affect student learning and increase their grades

Must have an extensive knowledge of the curriculum prior to implementation so that the knowledge can be passed onto their students

Curriculum Administration

Faculty and Administration Staff i.e. Who should students approach if issues occur?

Functions Day to day operations

Communications Creation of goals, objectives, scheduling, evaluating results

Creation of syllabus and reports

Barrier Anticipation

Monetary Interests

Lack of time

Limited Resources

Competition

Individual Concerns: Power Struggles

Job security

Curriculum Introduction

1. Trial Provides the ability to receive feedback and make revisions

2. Phase In

Implementing the new curriculum in steps can reduce resistance rather than a complete reform all at one time

3. Total Enactment of Curriculum

In some instances such as if the curriculum is limited in scope the full curriculum may be enacted at once. In this instance the first use of the curriculum would be considered the trial phase.

4. Ongoing adaptations Educators will adapt the curriculum to suit their classroom needs

References

1. Alshammari, A. Curriculum Implementation and Reform: Teacher’s Views About Kuwait’s New Science Curriculum. US-China Education Review A. 2013; 3(3): 181-186.

2. Bennett, DS. Teacher Efficacy in the Implementation of New Curriculum Supported by Professional Development. University of Montana. 2007. Retrieved from: http://scholarworks.umt.edu/cgi/viewcontent.cgi?article=1965&context=etd


4. Lim P, Pyvis, D. How Singapore junior college science teachers address curriculum reforms: A theory. Issues in Educational Research. 2012; 22(2): 127-148.

Evaluation and Feedback

The purpose of an evaluation

« When should evaluation be considered? The simple answer is ‘early and often’ »

- Hays, 2013

Were goals and objectives met?

What are the strengths and weaknesses?

What could be improved and how?

Are learners / teachers satisfied?

SWOT analysis

Strengths Weaknesses

Opportunities

Threats

Internal factors- Human, financial and physical

resources- Expertise- Planification

External factors- Social and political context- Future development possibilities- Trends- Competition

Kern’s steps to evaluation and feedback

1. Identify users

2. Identify uses

3. Identify resources

4. Identify evaluation questions

5. Choose evaluation design

6. Choose measurement method

7. Address ethical concerns

8. Collect and analyze data

9. Report results

1. Identify users Who will use the evaluation?

…There may be more than one evaluation

Students

Teachers

School direction

School board

Government

Prospective students

Prospective teachers

Other schools

LearnersDevelopersFacultyProgram director

Institution directorsSponsors

Prospective learners or faculty members

Institutions who could use the model

2. Identify uses

Formative vs summative evaluation

Individuals vs program

Outcomes, perceptions, process

Goals of the assessment

Learners

Meeting learning objectives

Developing adequate attitudes, knowledge, skills

Enjoying their training

Developers and teachers

Documenting accomplishment

Publication / presentation

Curriculum/Faculty

Satisfy external requirements

Changing outcomes

Enrol new teachers / trainees

Prestige

2. Identify uses

Formative Program : to improve the program’s performance

Stakeholders feedback including quantitative and qualitative info (+/- suggestions)

Learners: feedback to improve attitudes, skills and knowledge.

Summative Program : Success of the curriculum in achieving every targeted learner

objectives, process objectives and pleasing learners and faculty.

Often necessary to maintain time and funding

Learners: Individual performance

3. Identify resources

Time

Equipment

Personnel

Funds for collection, analysis and reporting the results

4. Identify evaluation questions

Related to: Learner’s measurable objectives

Perceptions

Curriculum outcomes

Curriculum process

Multiple objectives may be combined into a single evaluation item.

Every objective is worth being evaluated.

5. Choose evaluation design6. Choose measurement methods and construct instruments

Is there already an existing measurement tool?

Is there an expert to get advice from?

Pilot the instrument first.

Written test

Oral exam

Portfolio

Self-assessment forms

Essays on respondent’s experience

Rating forms

Surveys

Questionnaires

Interviews

Focus group

Direct observation

Performance audits

7. Address ethical concerns

Confidentiality

Resource allocation

Potential impact of the evaluation

8. Collect data9. Analyze data To be planned at the same time as

designing the evaluation uses, question and design.

Maximize response rate

Included in the schedule

Necessary to get credit

Included in an already existing evaluation activity

F/U with non respondents

Descriptive vs statistical analysis.

Do not forget educational significance.

If goals were not met, try to find an explanation.

10. Report results

Timeliness : Individuals benefit from immediate feedback of formative evaluations.

Length depending on the reader.

What assessment method(s) should we choose?

Remember to

Identify users

Identify uses

Identify methods


References

1. Hays R, Hamlin G. A new curriculum: buy and adapt, or design from scratch. The Clinical Teacher. 2013; 10:131-133.

2. Karni KR, Duckett L. Curriculum design: Questions to ask. Clinical Laboratory Science. 1998; 11(2):78.



Maintenance and Enhancement

Written curriculum

Environment / setting

Administration

Evaluation

Faculty

Learners

Areas for assessment and potential change

Areas for assessment and potential change of a curriculum

Written Curriculum

Goals and objectives

Content

Curricular materials

Methods

Congruence

Environment

Funding

Space

Equipment and supplies

Clinical experience

Learning climate

Administration of the curriculum

Scheduling

Preparation and distribution of curricular materials

Collection, collation and distribution of evaluation information

Communication

Areas for assessment and potential change of a curriculum

Evaluation

Congruence

Response rate

Accuracy

Usefulness

Faculty

Reliability/accessibility

Teaching/Facilitation skills

Nature of the learner-faculty relationship

Satisfaction

Involvement

Learners

Achievement of curriculum objectives

Satisfaction

Involvement

Application

Management of change Before expanding resources to make changes

• The change is sufficiently important

• Affects a significant number of people

• Will persist if not addressed

Consider at what level needs should be addressed and changes made

• At the level of coordinator?

• Requires in depth analysis and thoughtful planning for change needs selected task group

Pilot before implementing fully

The curriculum team must involve the support staff and learners

Methods of Motivating, Developing, and Supporting a Curriculum Team

Orientation and communication

Involvement of faculty, learners, staff

Team activities

Recognition and celebration

Syllabi

Meetings

Memos

Newsletters




Team activities


Questionnaires

Informal 1:1 meetingsGroup meetings

Strategic planning




Team activities


Team teaching/co-teaching

Faculty development activities

Retreats

Strategic planning groups




Team activities

Recognition and celebrationPrivate communication

Public recognition

Rewards

Parties and other social gatherings

References

1. Watson EG, Moloney PJ, Toohey SM, Hughes CS, Mobbs SL, Leeper JB, McNeil HP. Development of eMed: a comprehensive, modular curriculum-management system. Acad Med. 2007;82:351-60


3. Gilbert, M. J., Partida, Y., Goode, T., Dunne, C. Curricula Enhancement Module. Georgetown University Child Development Center. 2005.

4. Instructional Systems Design Used for CJSTC Training Programs. FDLE; 2014.

Dissemination

What is it and why does it matter?

Dissemination is the promotion of a curriculum or its parts to new groups of learners

Tackles a healthcare issue Assists others in solving similar issues

Encourages change Can assist with supporting change in current curriculum

Feedback Allows developers to gain feedback from others

Develops collaboration More collaboration and sharing of ideas between educators

Streamlines development Prevents individuals from having to develop similar conclusions to the same problems

Planning

Planning for dissemination starts before developing the curriculum

A framework should be chosen to make the curriculum easy to follow and utilize

Ensure the curriculum is a clear solution to a clear problem

Ensure that ethical and legal concerns are taken into account

Assess time management

Assess resource utilization

Adoption

Factors promoting adoption:

Understanding of why it is an improvement over current curriculum

Ensuring it relates to previous experience of learners

Ease of use

Systematic approach

Visible outcomes

Roger’s Stages of Adoption

• Gaining of knowledge

• Persuasion – Being convinced of the benefits of the new curriculum

• Adoption

• Implementation

• Evaluation – Decision to continue to utilize new curriculum

Protection

Protection of learners Institutional Review Boards should be consulted to ensure the

protection of those trialing the new curriculum and is necessary if publication of the curriculum moves forward.

Intellectual Property In most instances a new curriculum would be seen as being copy

righted.

In some instances however a curriculum can be utilized for educational use and research.

To protect your work a specialist should be consulted to licence your work.

Dissemination

In some instances dissemination of the full curriculum is warranted. In others, each step of Kern’s process may provide information worthy of dissemination. General Needs Assessment

– Informs learners of current problems through literature reviews and general surveys

Targeted Needs Assessment

– Targeted survey of learning needs

Learning Objectives

– Systematic creation of competencies

Educational Methods/Implementation Strategies

Evaluation of Curriculum

How to disseminate

Presentations to individuals and groups or to national and international meetings

Creation of interest groups

Webinars

Journal publication

Book Publication

Press Releases

Kingston, 2012

Resources

Time

Personnel

Equipment

Funds

Evaluation

Journal Article Impact Factor

Download Trackers (ie. MedEdPORTAL)

Sales

Interest in workshops and presentations

Strategies such as surveys for feedback

References

1. Hanrahan K, Marlow KL, Aldrich C, Hiatt, AM. Dissemination of Nursing Knowledge: Tips and Resources. The University of Iowa. 2010. Retrieved from: http://www.nursing.uiowa.edu/sites/default/files/documents/research/Disseminating%20nursing%20knowledge.pdf


3. Kingston, J. Choosing a Knowledge Dissemination Approach. Knowledge and Process Management. 2012; 19(3): 160-170

4. Myers P, Barnes, J. Sharing Evaluation Findings: Disseminating the Evidence. NESS; 2004.

In Summary…

+1: Maintenance and enhancement

+2: Dissemination

Now It’s Time for Assessment, Questions and Feedback!

Thank you!

Christine, Corey and Zehour


a recipe for success

Documents

formal curriculum

curriculum implimentation

hidden curriculum

subject matter of education

specific subject

subject of educationplanning

design plan

social development