E Curriculum Process Balwinder Kaur

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MRS.BALWINDER KAUR
ASSOCIATE PROFESSOR
S.K.S.S.COLLEGE OF NURSING
SARABHA,LUDHIANA.


— Issue/problem/need is identified
(issue ® what),
— Characteristics and needs of
learners (target audience ®
who),
Contd…
—Changes intended for
learners (intended outcomes/
objectives ® what the
learners will be able to
do),
—The important and
relevant content ®
(what),
Contd…
— Methods to accomplish
intended outcomes
®(how),
— Evaluation strategies
for methods, content,
and intended outcomes
®(What works?).

The Curriculum Development

Process Systematically Organizes
What Will Be Taught, Who Will Be
Taught, And How It Will Be Taught.
Each Component Affects And
Interacts With Other Components


Means….
GOAL : To Focus The Curriculum,
HOW : By Defining The Deficits In Knowledge,
Attitude, Or Skills That Currently Exist
In Practitioners And ..
With Use Of: The Ideal Approach To Teaching And
Learning These Objectives.
When Completed: The GNA Makes A Strong Argument
For The Need For The Curriculum
And Identifies Potential Educational
Research Questions.

A Well-researched Step 1 Impacts Steps Beyond The

Learner Objectives By Identifying Educational
Methodologies, Faculty Development Resources,
Potential Funding Resources, And Opportunities
For Dissemination Of The Curriculum


What 1st
step
actually
says……
……



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It is very difficult
to design
curriculum which
will fully meet
the needs of
society &
students.
—Expectations of society from
graduate students are view from
one perspective.
For example
— According to the European Qualifications
Framework graduate students should possess
following performances:
Ø The descriptors
Ø Knowledge and understanding
Ø Application of knowledge and understanding
Ø Ability to making judgments
Ø Ability to communicate
Ø Learning skills
Ø Level depending on the cycle

ØIf we ask students what they expect from
their knowledge after graduation we will

probably get another list of expectations.
ØCurriculum of medical faculties must be
designed on the way which can provide

performances after the student graduation
asked from society but from student as
well.

— Institution should define overall goals and aims

for the curriculum. Specific measurable
knowledge, skill/ performance, attitude, and
process objectives should be stated for the
curriculum.
— Learning goals and outputs for every
course and subject should be compatible
with mission of institution.
— Mission of institution, educational
philosophy and institutional culture
are key elements of educational
settings necessary for curriculum
implementation.
— An aim is written in terms of level, teaching

intentions and management of learning.
— The aims of the course

encapsulate the purpose
of the course and what
the institution trying
to do in providing the course.
— Aims are therefore more about teaching

and the management of learning.
— AIMS AND LEARNING OUTCOME:
Ø An expression of what a student will
demonstrate on the successful
completion of a course.
Ø Related to the level of the learning;
Ø Indicate the intended gain in knowledge
& skills that a typical student will achieve
& should be capable of being assessed.
Ø Determine the choice of teaching processes
through which the module is presented.

— Tuning of curriculum and objectives clarifies which
course subjects or which groups of subjects

contribute to the different objectives.
— It is an instrument to make sound decisions for the
learning environment.
— It is an instrument for evaluating subjects reliably.
— Students can derive from the objectives what they
may expect from a study program; the list of

objectives guides their studies.

It Is Recommendable That Every Medical/

Nursing School/College Has A
Catalogue Of Skills And Knowledge,
The Document Where All The
Theoretical & Practical Knowledge
Which Student Should Have After
Graduation Is Listed. This Document
Is Based On Mission Statement Of

Institution And It Is Derived From The
Learning Goals And Outputs Of All
Courses Inside Curriculum.
4. EDUCATIONAL
STRATEGIES

IT IS NECESSARY TO MAKE A PLAN:

Ø how to maximize the impact of the curriculum,
Ø which content should be included,
Ø how content should be organized and with
which educational methods,
Ø how elements of curriculum should
communicate,
Ø what kind of educational environment and
climate should be developed.

— Integrated Multidisciplinary Approach

This strategy is based on integration of different
disciplines. Basic sciences, preclinical and clinical
subjects are integrated around the organ system which
they studied.
— Community Based/ Hospital Based

This teaching is educational strategy based on
studying in community health centers, while in
hospital based strategy educational process is based
on hospitals which represent teaching base for faculty.


— Student Centered/ Teacher Centered

Student centered strategy ask for active role of student
in process of definition of curriculum, decision about
learning methodology and decision what and when they
will study. Second strategy is based on teacher decisions
what, when and how will certain subject be studied.
— Problem solving/ information gathering
Problem solving strategy is based on student acquiring
of knowledge through process of clinical problem
solving. Information gathering is a strategy based on
student presentation of gathered information.
— Systematic planned/ opportunistic
In systematic approach teaching and learning
experience are planned. In opportunistic approach
student follow the experience of departmental doctor as
it is.

PRODUCE CURRICULUM
PRODUCT:
with important 3 points:
— TEST AND REVISE CURRICULUM
— RECRUIT AND TRAIN

FACILITATORS
— IMPLEMENT CURRICULUM

— (7) Produce Curriculum Product

— Once the content and experiential methods have been
agreed upon, the actual production of curriculum
materials begins. This section includes: 1) suggestions for
finding and evaluating existing materials; 2) evaluation
criteria; and 3) suggestions for producing curriculum
materials.
— (8) Test and Revise Curriculum
— This step includes suggestions to select test sites and
conduct a formative evaluation of curriculum materials
during the production phase. A sample evaluation form is
provided.

— Recruit and Train Facilitators

— It is a waste of resources to develop curriculum
materials if adequate training is not provided for
facilitators to implement it. Suggestions for recruiting
appropriate facilitators are provided with a sample
three-day training program.
— (10) Implement Curriculum
— Effective implementation of newly developed
curriculum products is unlikely to occur without
planning. Strategies to promote and use the
curriculum are discussed in this step.

— Definition and organization of the course inside curriculum include:

— Defining of requirements for attending of teaching process from
particular course
— Course content
— Class timetables of contact hours,
— Learning and teaching methods
— Course credits and student workload
— Schedule of examinations, structure of examination,
— Compulsory and optional course elements
— Details of each component course, include:
— Learning outcomes,
— Objectives, syllabus,
— Assessment criteria,
— Reading lists (essential and background).

— Teaching is a demanding and complex task. Implicit in the

widely accepted and far-reaching changes in medical
education is a changing role for the medical teacher. Twelve
roles have been identified and these can be grouped in six
areas in the model presented:
— the information provider in the lecture, and in the clinical
context;
— the role model on-the-job, and in more formal teaching
settings;
— the facilitator as a mentor and learning facilitator;
— the student assessor and curriculum evaluator;
— the curriculum and course planner; and
— the resource material creator, and study guide producer.


— Evaluation of curriculum can be made through evaluation of

many different aspects as:
— Psychological and interpersonal skill
— Continuing learning
— Professional satisfaction
— Practice behavior
— Educational achievement and cognitive development
— Institutional issues
— Student passing rates
— Making of clinical mistakes
— Clinical problem solving
— Educational cost per student
— Cost efficiency of graduates as practitioners

— Two types of evaluation, formative and summative, are

used during curriculum development. Formative
evaluations are used during the needs assessment,
product development, and testing steps. Summative
evaluations are undertaken to measure and report on
the outcomes of the curriculum. This step reviews
evaluation strategies and suggests simple procedures
to produce valid and reliable information. A series of
questions are posed to guide the summative evaluation
process and a sample evaluation format is suggested.

— It is very important to carefully define the appropriate

time for evaluation for each of these areas as well as
the methods for its measuring. Evaluation will only
have full meaning if it is followed by action in order to
improve areas which are estimated as weak points of
curriculum. This action is obligatory for relevant
bodies and management structures and should be
described precisely inside document policy agreement.

Believe You Can

Do It …
Start to Develop
the New Skills

E Curriculum Process Balwinder Kaur

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The Curriculum Development

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A Well-researched Step 1 Impacts Steps Beyond The

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ØIf we ask students what they expect from

their knowledge after graduation we will

designed on the way which can provide

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— Institution should define overall goals and aims

— An aim is written in terms of level, teaching

— The aims of the course

— Aims are therefore more about teaching

— AIMS AND LEARNING OUTCOME:

Ø An expression of what a student will

demonstrate on the successful

Ø Related to the level of the learning;

Ø Indicate the intended gain in knowledge

& skills that a typical student will achieve

& should be capable of being assessed.

Ø Determine the choice of teaching processes

through which the module is presented.

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— Tuning of curriculum and objectives clarifies which

course subjects or which groups of subjects

— It is an instrument to make sound decisions for the

— It is an instrument for evaluating subjects reliably.

— Students can derive from the objectives what they

may expect from a study program; the list of

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It Is Recommendable That Every Medical/

Is Based On Mission Statement Of

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IT IS NECESSARY TO MAKE A PLAN:

Ø which content should be included,

Ø how content should be organized and with

which educational methods,

Ø how elements of curriculum should

Ø what kind of educational environment and

climate should be developed.

— Integrated Multidisciplinary Approach

— Community Based/ Hospital Based

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— Student Centered/ Teacher Centered

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— TEST AND REVISE CURRICULUM

— RECRUIT AND TRAIN

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— (7) Produce Curriculum Product

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— Recruit and Train Facilitators