1. Curriculum Design - Principles to Use When Putting Your Ducks in a Row! P. Kevin Rudeen, Ph.D. Dean & Stuart C. Miller Professor of Allied Health College of Allied Health

2. Curriculum Diseases  Signs of potential illnesses related to: –Trying to teach too much to students –Insufficient emphasis on developing critical thinking skills, critical reading, skilled searcher and evaluator of literature & life-long learner –Curriculum failing to meet the needs of the marketplace –Exams driving the curriculum

3. Higher-Order Learning in Education 4 Key Elements –Active/Interactive process resulting in... –Meaningful, and… –Long-lasting changes... –in knowledge, skills, and/or attitude (behavior).

4. Higher-Order Learning  Memorizing and repeating are lower levels of learning & cognition. Analyzing, synthesizing, evaluating and applying are higher levels of cognition.  Teaching and evaluation should reflect learning at the higher levels.

6. Principle #1: A Foundation in Knowledge “Knowledge is Power” Francis Bacon Capitalize on fundamental knowledge: expand the base for future use –Science (Basic & Clinical) –Humanities

7. Applications of Principle #1: 4 Building Blocks of Knowledge 4 Using Tools Appropriate to the Task Lecture & Laboratories Recitations Group Problem Solving Clinical Experiences

8. Principle #2: Integrate Information “Thinking means connecting things, and stops if they cannot be connected” C.K. Chesterson New information must be meaningfully connected to prior knowledge, and it must first be remembered in order to be learned

9. Applications of Principle #2: Providing numerous & varied examples, illustrations, descriptions, images, etc. that connects new knowledge into understanding. Ask students to provide examples & provide feedback on their usefulness. Provide experiences for clinical affirmation.

10. Principle # 3: Active Learning What I hear, I forget; what I see, I remember; what I do, I understand. Chinese proverb Active learning occurs when students invest physical and mental energies in activities that help them make what they are learning meaningful.

11. Application of Principle #3: Problem Solving (i.e. PBL) –Engagement of learning in context to real problems –Promote collaborative atmosphere –Utilization of small groups & minimize student isolation Utilization of Active Learning by Discovery Provide Time for Consolidation

12. Principle #4: Innovation Cognitive diversity leads to superior quality group work. J.E. Miller Good teaching practice respects diverse talents and ways of learning.

13. Applications of Principle #4: Use varied teaching methods –visual, auditory, small groups –embrace novel techniques –new technology Encourage all students to participate fully in learning activities

14. Principle #5: Assessment & Evaluation Supposing is good, but finding out is better. Mark Twain Improve learning by making sure your method of evaluation requires the kind of thinking and learning you wish to promote, and promotes what the student wants to know.

15. Applications of Principle #5: Formative feedback –Provide feedback early and often to modify behaviors Summative feedback –Testing guides learning so it needs to support, not contradict learning goals Authentic assessment techniques –Multidimensional exams –Standardized patients Assess your evaluation techniques & tools

16. Principle #6: Commitment & Dedication Never reward inappropriate behavior. D. Bylund Facilitate an environment that promotes positive faculty-student relationships Provide faculty & staff rewards for positive performance

17. Applications of Principle #6: Form faculty-student mentoring programs –Encourage an atmosphere where students feel free to seek out faculty members. Provide faculty & staff sharing, renewal: esprit de corps –Conferences & Workshops –Scholarly time Rewarding meritorious service –Promotion/Tenure –Tangible rewards/awards

18. How to get there…from here! 4 Principles in discovery learning 4 Appreciating the power of PBL 4 Writing effective cases 4 Assessment & grading 4 Working PBL into your course/curriculum 4 Innovation – adapt rather than adopt

19. Stumbling Blocks  Faculty Issues –‘If I don’t tell them, they won’t learn it!’ –‘Hell no, we won’t go!’ –‘Intellectual bulemia & checklists’ –‘But that isn’t what I lecture about!’ –‘The Trowel Club’  Efficiency Issues –Small groups and faculty effort –Case Development

20. Selected Bibliography Abrahamson S, et al (1994) Trends in Medical Education. Internatl J. Dermatology 33: 654-656. Abrahamson S. (1996) Time to Return Medical Schools to their Primary Purpose. Acad Med 71: 343-348. Angelo, T.A. (1993) A ‘teachers dozen’. Fourteen general, research- based principles for improving higher learning in our classrooms. AAHE Bulletin 45: 3-8. McGuire, C.H. (1996) Contributions and challenges of medical education research. Acad Med 71: s121-s129. Tosteson D.C. et al. (1994) New pathways to medical education: Learning to learn at Harvard Medical School. Cambridge MA: Harvard University Press. Westberg J & Jason H. (1994) Fostering learners’ reflection and self- assessment. Core Concepts in Family Medicine Education 26: 278- 282