PRINCIPLES OF SYSTEMATIC COURSE DESIGN PROF. TREVOR GIBBS

PRINCIPLES OF SYSTEMATIC COURSE DESIGN Ignorance in Medical Education

PRINCIPLES OF SYSTEMATIC COURSE DESIGN Defining the terms : Course - a series of lessons or lectures Programme - a planned series of events Syllabus - a statement of topics to be studied in the course. Curriculum- a statement of intended outcomes, methods & activities

PRINCIPLES OF SYSTEMATIC CURRICULUM DESIGN Defining the terms : Course - a series of lessons or lectures Programme - a planned series of events Syllabus - a statement of topics to be studied in the course. Curriculum- a statement of intended outcomes, methods & activities

PRINCIPLES OF SYSTEMATIC CURRICULUM DESIGN Defining the terms : Curriculum on paper - statement of purpose, aims, content, experiences, materials etc Curriculum in action - the way in which the curriculum on paper is put into practice Hidden curriculum - the behaviours, knowledge and performances achieved because of above, expected but not always expressed Planned – Received – Formal - Informal

PRINCIPLES OF SYSTEMATIC CURRICULUM DESIGN Defining the terms : Aim – a brief statement setting out the general intention Goal – what you hope to achieve Objective – a specific statement of intention Learning outcome – what the student will be able to do and to what level after an educational activity Learning objectives – specific activity Competency – the quality of being adequately or well qualified

PRINCIPLES OF SYSTEMATIC CURRICULUM DESIGN Learning is changing behaviour ( deep & emotional ) Intrinsic experience activated by the learner (active & unique) Discovery of personal learning and relevant ideas (individual meaning) Consequence of experience ( based on prior knowledge however small & inconsequential ) Non-threatening ( empowering the student ) Ability to assess against each other and progress ( feedback ) New knowledge based upon old, active contribution Cooperative and collaborative Reason, contextualised, purpose

PRINCIPLES OF SYSTEMATIC CURRICULUM DESIGN Reduce factual information Learn through curiosity Core plus options Communication skills Clinical skills Increase community involvement Systems based Assessment for understanding, not recall Appropriate attitudes General Medical Council: Tomorrow’s Doctors 1993/2003 / 2009 The New Doctor 1997 Good Medical Practice 2006 The Scottish Doctor 2000/2003/2007

PRINCIPLES OF SYSTEMATIC CURRICULUM DESIGN Forward Planning a Curriculum “ I want to put on a course about … I think we need a course on…contraception… hypertension.. laparoscopy… etc etc.! ” Teacher –centred & left to serendipity

PRINCIPLES OF SYSTEMATIC CURRICULUM DESIGN “ If you are not sure where you are going, you will either not get there or end up somewhere else and not even know it !! ”

PRINCIPLES OF SYSTEMATIC CURRICULUM DESIGN Our aim is to produce a confident, competent doctor for the 21 st Century Our goal is to develop a safe / competent obstetrician neurologist….etc Backward planning a curriculum Student-centred & structured

PRINCIPLES OF SYSTEMATIC CURRICULUM DESIGN Aim: Our aim is to produce a confident, competent doctor for the 21 st Century Objectives:Qualities of a confident & competent doctor Learning outcomes: What the doctor must be able to do Manage: “ Must be able to manage an acute abdomen ” = Domains of Learning & Hierarchy of Learning

PRINCIPLES OF SYSTEMATIC CURRICULUM DESIGN Domains of Learning Cognitive = knowledge Psycho-motor = clinical skills Affective = attitudes, values, beliefs & behaviours ( professionalism )

PRINCIPLES OF SYSTEMATIC CURRICULUM DESIGN Hierarchy of Learning BLOOM’S TAXONOMIES : - COGNITION: ( recall, understand, apply, analyse, synthesise, evaluate) PSYCHOMOTOR: ( imitate, manipulation, develop precision, articulate, become expert) AFFECTIVE: ( receive, respond, value, organise, adopt appropriate behaviour)

PRINCIPLES OF SYSTEMATIC CURRICULUM DESIGN MILLER’S PYRAMID DOES KNOWS KNOWS HOW SHOWS HOW

PRINCIPLES OF SYSTEMATIC CURRICULUM DESIGN Aim: Our aim is to produce a confident, competent doctor for the 21 st Century Objectives:Qualities of a confident & competent doctor Learning outcomes: What the doctor must be able to do Manage: “ Must be able to manage an acute abdomen ” = Domains of Learning & Hierarchy of Learning

PRINCIPLES OF SYSTEMATIC CURRICULUM DESIGN WHEN: At what point are students expected to learn : building upon past learning Spiral Curriculum METHODS: What methods are used to facilitate learning: appropriate methods ASSESSMENT: How do you know when students have reached expected level of competency: appropriate methods

PRINCIPLES OF SYSTEMATIC CURRICULUM DESIGN CURRICULUM MAP CURRICULUM BLUEPRINT

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PRINCIPLES OF SYSTEMATIC CURRICULUM DESIGN Small Group activity 2: Within the group, choose a subject area that suits all or most of the group Decide upon a competency within that subject area and the learning outcome Define the learning objectives within that competency: remember Hierarchy and Domains of Learning