principles of systematic course design trevor gibbs analysing learning outcomes

Principles of Systematic Course DesignPrinciples of Systematic Course Design

Trevor Gibbs

Analysing Learning Outcomes

TeachingTeaching

-- One –way

-- Passive

-- Teacher-centred

-- Teacher-led

“ I will decide what the students need to know !”

Teacher-centred

LearningLearning

-- Two-way

-- Active

-- Student-centred

-- Student-led

What is it the students need to know

• outcomes / objectives

• competencies

How can we involve them in the learning process

• adult learning

Traditional forward planning :Traditional forward planning :

Where will this road take us ?Where will this road take us ?

“ If you are not sure where you

are going, you will either not get

there or you will end up

somewhere else

and not even

know it !! ”

Outcomes-basedOutcomes-based

EducationEducation

The emphasis is on the product:

• What sort of graduate do we want / need ?

• What are the component parts ?

• How do we develop & achieve them ?

“ “ A curriculum is a set of objectives, contents A curriculum is a set of objectives, contents

and methods and methods held togetherheld together by a process by a process

to produce a product ”to produce a product ”

• WHAT will they learn ?

• WHEN will they learn ?

• HOW will they learn ?

• WHERE will they learn ?

• WHY are they learning ?

• HOW do we know they have learned ?

• WHO organises the activities?

• etc

“ To produce a confident and competent intern,

able to deliver appropriate care to the

presenting patient ”

“ All graduating

students must be

able to effectively

manage common

conditions seen as

a 1st Year Intern ”

“ To effectively manage the common respiratory conditions referred from the community ”

“ To interpret a

chest X-ray and

correlate with

the clinical

findings of a

patient with

respiratory

symptoms ”

“ To describe the anatomical markings of a normal chest X-ray ”

• Microbiology of various community-acquired infections

• Basic morphology / characteristics

• Virus / bacteria / fungal infections

• Appropriate antibiotic usage

• Basic pharmacology, kinetics, therapeutics

• Antibiotics, types, mode of action, resistance

• Clinical skills

• Communication skills

Outcome

Time

Objectives

Time

Subjects /Topics

Time

Subjects /Topics

Vertical integration

physiology

pharmacology

therapeutics

clinical

Time

Subjects /Topics

Horizontal integration

anatomy

histology

physiology

biochemistry

Time

Subjects /Topics

Learning activities with purpose

=

Contextual Learning

Time

Subjects /Topics

The Spiral Curriculum

Domains of Learning:Domains of Learning:Cognitive

Psychomotor Affective /

attitudinal

Hierarchies of Learning:Hierarchies of Learning:recall understand apply analyse synthesise

evaluate

imitate

manipulation

develop precision articulate become expert achieve mastery

receive respond / understand value / evaluate organise adopt behaviour ineveryday actions

.

DOES

KNOWS

KNOWS HOW

SHOWS HOW

ACTION

PERFORMANCE

COMPETENCY

KNOWLEDGE

MILLER’S PYRAMID

Mastery

All graduates must be able to effectively manage hypertension in patients of all ages

recall understand apply analyse synthesise

evaluate

imitate

manipulation

develop precision articulate become expert achieve mastery

receive respond / understand value / evaluate organise adopt behaviour ineveryday actions

All graduates must be able to effectively manage hypertension in an adult

All graduating students must be competent at

measuring the blood pressure in an adult and

correctly interpreting the findings

GROUP 1

All graduates must be able to effectively manage hypertension in an adult

All graduating students must be competent in

prescribing the appropriate medication for an adult

with hypertension

GROUP 2

All graduates must be able to effectively manage hypertension in an adult

All graduating students must be competent in the

investigation of an adult with hypertension

GROUP 3

All graduates must be able to effectively manage hypertension in an adult

All graduating students must be competent at

providing life-style advice to an adult with

hypertension

GROUP 4

All graduates must be able to effectively manage hypertension in an adult

• What does that Learning Outcome mean ?

• What are its separate components ?

• What are its component objectives ?

• Where and how do these objectives fit into the

curriculum ?