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Curriculum development for physiotherapist

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CURRICULUM
DEVELOPMENT
PRESENTED BY SUPARNA BANDYOPADHYAY
MPT 1ST YEAR
NEUROLOGY
MODERATOR PROF. DR. GARGI RAY CHAUDHURI
ASSOCIATE PROFESSOR, NIHS, KOLKATA
Curriculum development for physiotherapist
The word comes from Latin, where
‘curriculum’ (related to the verb
currere, i.e. running) refers to a
‘course’ or ‘track’ to be followed.
In the context of schooling, where
learning is the central activity, the most
obvious interpretation of the word
curriculum is then to view it as a course,
trajectory, or plan for learning
CURRICULUM
Cunningham - “Curriculum is a tool in the hands of the artist (teacher) to mold his
material(pupils) according to his ideas (aims and objectives) in his studio
(school)”
Morroe - “Curriculum includes all those activities which are utilized by the school
to attain the aims of education.”
SUPRA
MACRO
MESO
MICRO
NANO
van den Akker in 2003 differentiates between diferent levels of curriculum
Developing and designing a contemporary physiotherapist entry-level curriculum that is
philosophically, theoretically and evidence-based
Aligning the curriculum with the program’s vision and mission
Selecting and developing the teaching, learning, and assessment strategies
Inter-Professional integration and collaboration
Preparing the format and content of a curriculum that meets quality requirements set by
World Physiotherapy

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Curriculum development for physiotherapist

  • 1. CURRICULUM DEVELOPMENT PRESENTED BY SUPARNA BANDYOPADHYAY MPT 1ST YEAR NEUROLOGY MODERATOR PROF. DR. GARGI RAY CHAUDHURI ASSOCIATE PROFESSOR, NIHS, KOLKATA
  • 3. The word comes from Latin, where ‘curriculum’ (related to the verb currere, i.e. running) refers to a ‘course’ or ‘track’ to be followed. In the context of schooling, where learning is the central activity, the most obvious interpretation of the word curriculum is then to view it as a course, trajectory, or plan for learning CURRICULUM
  • 4. Cunningham - “Curriculum is a tool in the hands of the artist (teacher) to mold his material(pupils) according to his ideas (aims and objectives) in his studio (school)” Morroe - “Curriculum includes all those activities which are utilized by the school to attain the aims of education.”
  • 5. SUPRA MACRO MESO MICRO NANO van den Akker in 2003 differentiates between diferent levels of curriculum
  • 6. Developing and designing a contemporary physiotherapist entry-level curriculum that is philosophically, theoretically and evidence-based Aligning the curriculum with the program’s vision and mission Selecting and developing the teaching, learning, and assessment strategies Inter-Professional integration and collaboration Preparing the format and content of a curriculum that meets quality requirements set by World Physiotherapy
  • 7. TRADITIONAL • The information does not change • Education is for knowing • Teacher as the information provider • The teacher as the only decision maker • One-way communication • Parents do not know about education • Competency-based learning • Teacher knows the answers MODERN • Information changes • Education is for understanding • Teacher as the facilitator • Teacher and students make decisions • Two-way communication • Parent involvement is essential • Community-based learning • There is more than one solution and • The teacher may not know all the answers
  • 8. Probably the most frequently quoted theoretical formulation in the field of curriculum has been that published by Ralph Tyler in 1949.
  • 9. Wheeler’s model for curriculum design is an improvement upon Tyler’s model. Instead of a linear model, Wheeler developed a cyclical model. Evaluation in Wheeler’s model is not terminal. Findings from the evaluation are fed back into the objectives and the goals, which influence other stages.
  • 10. Kerr’s Model Most of the features in Kerr’s model resemble those in Wheeler’s and Tyler’S models. However, Kerr divided the domains into four areas (Urevbu, 1985: 23): • Objectives, • Knowledge, • Evaluation, and • School learning experiences.
  • 11. It was developed by Hilda Taba who was a renowned curriculum theorist, reformer, and educator. It is also called as grass root mode.
  • 12. Curriculum mapping is a visual tool used to represent how courses in the program interact, support students’ progression through the program, and achieve the program’s learning outcomes. Curriculum mapping can be useful for the analysis of various aspects of the curriculum, identification of the gaps, and examination of alignments, ● Alignment of the university and program vision, mission, and outcomes ● Alignment of the program outcomes with the institutional graduate attributes and degree-level expectations ● Which courses contribute to the achievement of which program outcomes ● Level of expectation (introduction, reinforcement, understanding/introduced, reinforced, assessed) for each program outcome achieved in each course ● Teaching methods used in courses ● Assessment methods used in courses ● Resources and references to teach the course There are a variety of curriculum maps used for various purposes, such as representing alignment of the program learning outcomes with the institutional learning outcomes, or the curriculum maps of program intended outcomes, courses, and assessments
  • 14. A course syllabus is a document that contains a course description with all relevant information including faculty name and contact information, course title and code, credit value, prerequisites, course objectives, learning outcomes, content, teaching and learning activities, assessment, and literature/reading list.
  • 17. An integrated curriculum allows for alignment of the outcomes, teaching, learning, and assessment approaches with graduate and physiotherapist competences. Curriculum mapping is a useful tool for analyzing some aspects of curriculum integration. There are multiple ways to facilitate curriculum integration. An integrated curriculum can be viewed through the level of integration • academic courses and practice education • content and practical skills • clinical and basic sciences • the clinical reasoning process in all courses • traditional content areas into learning units that cut across the curriculum. Example of integration of content, clinical reasoning and practical skills is the use of cases that describe patients with multi-system needs, such as people living with cancer, HIV/AIDS, complex comorbidity long term conditions, and more recently the effects of Covid and post-Covid syndrome/long Covid. This approach prepares students for clinical decision making in complex cases and deciding when patients need referrals to advanced physiotherapy practitioners or other health professionals.
  • 19. The term practice education is used for educational experiences under the supervision of appropriately qualified physiotherapists in sites that are away from the HEI. Practice education encompasses experiences in both clinical and non-clinical settings where physiotherapists practice.
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