1. Principles of Systematic Course Design Trevor Gibbs Analysing Learning Outcomes

2. Teaching -- One –way -- Passive -- Teacher-centred -- Teacher-led

3. “ I will decide what the students need to know !” Teacher-centred

4. Learning -- Two-way -- Active -- Student-centred -- Student-led

5. What is it the students need to know outcomes / objectives competencies How can we involve them in the learning process adult learning

6. Traditional forward planning : Traditional forward planning : Where will this road take us ?

7. “ 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 !! ”

8. Outcomes-basedEducation

9. 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 ?

10. “ A curriculum is a set of objectives, contents and methods held together by a process to produce a product ”

11. 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

12. “ To produce a confident and competent intern, able to deliver appropriate care to the presenting patient ”

13. “ All graduating students must be able to effectively manage common conditions seen as a 1st Year Intern ”

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

15. “ To interpret a chest X-ray and correlate with the clinical findings of a patient with respiratory symptoms ”

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

17. 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

18. Outcome Time Objectives

19. Time Subjects /Topics

20. Time Subjects /Topics Vertical integration physiology pharmacology therapeutics clinical

21. Time Subjects /Topics Horizontal integration anatomy histology physiology biochemistry

22. Time Subjects /Topics Learning activities with purpose = Contextual Learning

23. Time Subjects /Topics The Spiral Curriculum

24. Domains of Learning: Cognitive Psychomotor Affective / attitudinal 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 in everyday actions

25. . DOES KNOWS KNOWS HOW SHOWS HOW ACTION PERFORMANCE COMPETENCY KNOWLEDGE MILLER’S PYRAMID Mastery

26. 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 in everyday actions

27. 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

28. 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

29. 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

30. 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

31. 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 ?