curriculum, components, development and evaluation dr. farzana mahdi professor department of...
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Curriculum, components,
development and evaluation
Dr. Farzana MahdiProfessor
Department of [email protected]
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Curriculum
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
Learning Objectives
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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”
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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)
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WHAT IS CURRICULUM?
CURRICULUM
Intended aims & objectives, content,
experiences, outcomes and
processes of the educational programme
Education structure
Entry requirements
Assessment system
Flexibilities
Programme organisation
Length
Expected methods of learning, teaching,
feedback and supervision.
Syllabus content:Knowledge, skills, attitudes, expertise
to be achieved.
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Curriculum
Latin word means “ Race- course”
What it denotes?
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It denotes
• Path to be followed
• Frame within which it has to be followed
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? 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
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CurriculumStudent
What to learn*Content
How to learn*Educational strategy
Teaching Learning tools
Assessment
Educational Enviornment
Learning Outcome
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Curriculum Development
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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
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Zais Model
Needs knowledge of –
A – Curriculum foundations
B – Curriculum components
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Curriculum foundations Answer 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
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Why is anatomy being taught?
Students understand theInter- 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
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Curricular Components• Educational Objectives
what will the learner be able to do at the end of instructions.
• Educational Materialslearning 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.
• Evaluationto certify the attainment of stipulated proficiency; and to provide a feedback to the learner and the teacher
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Which is correct ?
A
Objectives
Materials
Methods
Assessment planning
Assessment
B
Objectives
Assessment planning
Materials
Methods
Assessment
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“Begin with the end in mind”
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Which is correct ?
A
Objectives
Materials
Methods
Assessment planning
Assessment
B
Objectives
Assessment planning
Materials
Methods
Assessment
√
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Curriculum development
• Curriculum planning should be flexible
(example of communication skill)
• Same learning objective could be achieved by using different teaching methodology.
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Curriculum developmentApproaches
Subject centered
Learner centered
Problem solving
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Subject centered approach
• Emphasis to complete subject matter • Number of lectures / number of topics /
number of hours are assigned
(Contemporary MBBS curriculum)
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DISCIPLINE BASED
O & G SURG MED PED
FM PATH MICR PHARM CM
ANAT PHYSIO BIO CH.
BIO PHY MATH CHEM COMP G.K.
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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)
ApproachesSubject centered
Learner centered
Problem
solving
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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
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Problem solving approach
• Emphasis on ability of learner to solve a given problem
• Involves subject as well as learner centered approach
ApproachesSubject centered
Learner centered
Problem
solving
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None of the approaches are entirely satisfactory
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SPICES model of Medical curriculum (Harden et al 1984)
Modern System Traditional System
Student-centered - Teacher-centered
Problem-based - Information-gatheringIntegrated - Discipline-based
Community-based - Hospital-based
Electives - Standard-program
Systematic - Apprenticeship-based
(More the curriculum is on left side, the better it is )
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INEGRATION
HORIZONTOL VERTICAL
SPIRAL
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INTEGRATEDAnatomy
Biochemistry
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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.
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Curriculum Designs
Student oriented Teacher oriented
Problem BasedInformation Gathering
IntegratedDiscipline based
Community OrientedHospital based
ElectiveUniform
SystematicApprenticeship/ Opportunistic
THE IDEAL MODEL?
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Ideal Curriculum
NATIONAL HEALTH POLICY
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Ideal Curriculum
STATE HEALTH POLICY
NATIONAL HEALTH POLICY
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Ideal Curriculum
UNIVERSITY GOALS
STATE HEALTH POLICY
NATIONAL HEALTH POLICY
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Curriculum Goals
Department Goals
Objectives - Assessments & Teaching Strategies
Ideal Curriculum
UNIVERSITY GOALS
STATE HEALTH POLICY
NATIONAL HEALTH POLICY
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Curriculum Goals
Department Goals
Objectives - Assessments & Teaching Strategies
Assignments
D1 DnD6D5D4D3D2
Ideal Curriculum
UNIVERSITY GOALS
STATE HEALTH POLICY
NATIONAL HEALTH POLICY
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Curriculum
GoalsDepartment Goals
Objectives - Assessments & Teaching Strategies
Assignments
D1 DnD6D5D4D3D2
Present situationof medical education
NATIONAL HEALTH POLICYSTATE HEALTH POLICY
UNIV. GOAL
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Curricular determinants
National health objectives
Institutional Objectives
Departmental Objectives
Subject Content
Learning experiences
Assessment plan
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Curriculum Development: A Six Step Approach
David E Kern
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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
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CURRICULUM IS TOO IMPORTANT NOT TO BE EVALUATED
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WHAT CAN EVALUATION ADDRESS?
EVALUATION
structure
process
content relevance
intentions vs achievement: curriculum in practice
qualities of graduates
teaching
learning
professional inductioncost-benefit
the unexpected
But almost never, cause and effect
outcomes & effects
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THE EVALUATION SYSTEM
PURPOSE
CONTEXT
METHOD
OUTCOME
Decision
Communication
Curriculum change & development
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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
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"Curriculum is in the air. No matter
what the problem in medical education,
curriculum is looked to as the solution“
R M Harden