1. Planning a Course or Curriculum
Mark Gelula, PhD

2. Objectives
Objectives: By the conclusion of this session each participant will be able to
Describe the six basic steps in a curriculum design process
Explain why curriculum development is a continuous process
Explain why needs assessment is an essential element in curriculum development
Analyze their own institution, identifying at least three stakeholders and at least three groups to focus on for a needs assessment
Give an example of the relationship between needs and objectives

3. Why is Curriculum Development Important
Increasing interest in new approaches to education
Need for ways to adapt to changes in patient volume
Need for faster and deeper learning by medical students
Increase emphasis on small-group learning and less lecturing means changes in overall time scheduling
Changes needs of society is reflected in curricular change
attention to clinical epidemiology and community medicine context, and the use of EBM
Mark H. Gelula 2010

4. Two Models for Curriculum Planning
SPICES Model [Harden (1984)]
The Six-step model [Kern, et al (1998)]

5. The SPICES Model for Curriculum Planning
Mark Gelula, PhD
The SPICES Model for Curriculum Planning
Harden, R. (1984). The SPICES Model. Medical Education, 18: Ns

6. S-P-I-C-E-S Student-centered Problem-solving Integrated
Community-based
Elective
Systematic
Teacher-centered
Information gathering
Specialty
Hospital-based
Standard
Apprenticeship

7. Student-Centered / Teacher-Centered
Encourages student involvement
Emphasizes the students and what they learn
Students choose what they will study, pace of study, method of study, and what they will study
Teacher-Centered
Focus on the teacher and what is taught and how it should be studied

8. Problem-solving / Information-gathering
Problem-based approach
Student acquire knowledge and skills through engaging with problems.
Information-gathering approach
Emphasizes the presentation of information
Focus on memorization
Less focus on deep learning (learning for meaning)

9. Integrated (multidisciplinary) / Specialty (discipline)
Integrated approach
Focus on bringing different disciplines and subjects together.
Emphasis on body systems (e.g., cardiopulmonary, gastrointestinal)
Specialty approach
Focus on traditional disciplines of medicine (Pathology, Anatomy, Biochemistry, Pediatrics)

10. Community-based / Hospital-Based
Teaching centered on the community (e.g., health centers)
Hospital-based
Teaching is centered on the main teaching hospital

11. Elective / Standard Elective focus
A core of subjects is surrounded by electives which student select or those aspects of subjects they wish to study
Standard Curriculum
All students study the same areas, and often have no elective or selective options within the curriculum

12. Systematic (planned) / Apprenticeship (Opportunity)
Teaching and learning experiences are planned and recorded
Apprenticeship
Students follow the work of a department or a physician
Students may experience the work in the community as it presents itself

13. A Six-Stage Model

14. Ten Basic Questions to Ask when Planning a Course or Curriculum*
Mark Gelula, PhD
Ten Basic Questions to Ask when Planning a Course or Curriculum*
* Based on Ronald Harden (1986)
Medical Education 20:

15. Ten questions
What are the needs in relation to the product of the program?
What are the aims and objectives?
What content should be included?
How should the content be organized?
What educational strategies should be adopted?

16. Ten questions What teaching methods should be used?
How should assessment be carried out?
How should details of the curriculum be communicated?
What educational environment should be fostered?
How should the process be managed?

17. What are the needs in relations to the product of the training program?

18. 2. What are the aims and objectives

19. General Relationship between Needs and Objectives

20. 3. What content should be included?

21. 4. How Should the content be organized?

22. 5. What Educational Strategies should be Adopted?
Teacher-centered
Information gathering
Specialty
Hospital-based
Standard
Apprenticeship
Student-centered
Problem-solving
Integrated
Community-based
Elective
Systematic

23. 6. What Teaching Methods Should be Used
Developed for Center for Advancement of Teaching & Learning Case School of Medicine (c) Mark H. Gelula 2007

24. 7. How should Assessment be Carried Out?

25. 8. How should Details of the Curriculum be Communicated?

26. 9. What Educational Environment or Climate Should be Fostered

27. 10. How Should the Process be Managed?