curriculum, components, development and evaluation dr. farzana mahdi professor department of...

Curriculum, components,

development and evaluation

Dr. Farzana MahdiProfessor

Department of Biochemistryfarzana.mahdi@gmail.com

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

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”

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)

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.

Curriculum

Latin word means “ Race- course”

What it denotes?

It denotes

• Path to be followed

• Frame within which it has to be followed

? 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

CurriculumStudent

What to learn*Content

How to learn*Educational strategy

Teaching Learning tools

Assessment

Educational Enviornment

Learning Outcome

Curriculum Development

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

Zais Model

Needs knowledge of – 

A – Curriculum foundations

B – Curriculum components

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

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

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

Which is correct ?

A

Objectives

Materials

Methods

Assessment planning

Assessment

B

Objectives

Assessment planning

Materials

Methods

Assessment

“Begin with the end in mind”

Which is correct ?

A

Objectives

Materials

Methods

Assessment planning

Assessment

B

Objectives

Assessment planning

Materials

Methods

Assessment

√

Curriculum development

• Curriculum planning should be flexible

(example of communication skill)

• Same learning objective could be achieved by using different teaching methodology.

Curriculum developmentApproaches

Subject centered

Learner centered

Problem solving

Subject centered approach

• Emphasis to complete subject matter • Number of lectures / number of topics /

number of hours are assigned

(Contemporary MBBS curriculum)

DISCIPLINE BASED

O & G SURG MED PED

FM PATH MICR PHARM CM

ANAT PHYSIO BIO CH.

BIO PHY MATH CHEM COMP G.K.

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

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

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

None of the approaches are entirely satisfactory

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 )

INEGRATION

HORIZONTOL VERTICAL

SPIRAL

INTEGRATEDAnatomy

Biochemistry

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.

Curriculum Designs

Student oriented Teacher oriented

Problem BasedInformation Gathering

IntegratedDiscipline based

Community OrientedHospital based

ElectiveUniform

SystematicApprenticeship/ Opportunistic

THE IDEAL MODEL?

Ideal Curriculum

NATIONAL HEALTH POLICY

Ideal Curriculum

STATE HEALTH POLICY

NATIONAL HEALTH POLICY

Ideal Curriculum

UNIVERSITY GOALS

STATE HEALTH POLICY

NATIONAL HEALTH POLICY

Curriculum Goals

Department Goals

Objectives - Assessments & Teaching Strategies

Ideal Curriculum

UNIVERSITY GOALS

STATE HEALTH POLICY

NATIONAL HEALTH POLICY

Curriculum Goals

Department Goals

Objectives - Assessments & Teaching Strategies

Assignments

D1 DnD6D5D4D3D2

Ideal Curriculum

UNIVERSITY GOALS

STATE HEALTH POLICY

NATIONAL HEALTH POLICY

Curriculum

GoalsDepartment Goals

Objectives - Assessments & Teaching Strategies

Assignments

D1 DnD6D5D4D3D2

Present situationof medical education

NATIONAL HEALTH POLICYSTATE HEALTH POLICY

UNIV. GOAL

Curricular determinants

National health objectives

Institutional Objectives

Departmental Objectives

Subject Content

Learning experiences

Assessment plan

Curriculum Development: A Six Step Approach

David E Kern

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

CURRICULUM IS TOO IMPORTANT NOT TO BE EVALUATED

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

THE EVALUATION SYSTEM

PURPOSE

CONTEXT

METHOD

OUTCOME

Decision

Communication

Curriculum change & development

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

"Curriculum is in the air. No matter

what the problem in medical education,

curriculum is looked to as the solution“

R M Harden