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Curriculum Development Process

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•   Garcia-Barbero (1995) curriculum is the result of bringing together a
    number of elements - content, strategies and methods – to ensure
    quality in education and excellence in performance, but should have a
    right mix of elements to ensure efficiency and to facilitate learning
•   A curriculum always primarily relates to an entire study program and
    consists of course subjects and possibly groups of course subjects.
•   The curriculum is a coherent unit of planned activities that are
    undertaken by a learner during his entire learning career under the
    coaching of the university. The curriculum indicates what objectives
    must be achieved by the student and what tasks must be fulfilled in
    order to achieve these.
•   Problem identification and general needs
    assessment
    •    step 1 is to focus the curriculum, by defining the deficits in
        knowledge, attitude, or skills that currently exist in
        practitioners and the ideal approach to teaching and
        learning these objectives
•   Needs assessment of targeted learners
    • The general needs assessment is applied to targeted
        learners. What kind of teachers do we want to educate it
        depends mostly on social needs but it can reflect job
        opportunities, financial rewards and attitudes acquired
        during process of studding. Sometimes it is very difficult to
        make balance between these several needs.
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:
• The descriptors
• Knowledge and understanding
• Application of knowledge and understanding
• Ability to making judgments
• Ability to communicate
• Learning skills
• Level depending on the cycle
   Goals and objectives
     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. It means that achieving of learning goals
      of different subjects and courses will lead to reaching
      mission of institution at the end of student studding
      process.
   Educational strategies
   Some possible educational strategies:
   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.
   Integrated multidisciplinary approach
    This strategy is based on integration of different disciplines. Mostly
    integration is made around certain organ systems. Basic sciences,
    preclinical and clinical subjects are integrated around the organ system
    which they studied.
   Implementation
     A plan for implementation, including timelines
     and resources required, should be created. A plan
     for faculty development is made to assure
     consistent implementation.

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Curriculum Development Process

  • 1. Garcia-Barbero (1995) curriculum is the result of bringing together a number of elements - content, strategies and methods – to ensure quality in education and excellence in performance, but should have a right mix of elements to ensure efficiency and to facilitate learning • A curriculum always primarily relates to an entire study program and consists of course subjects and possibly groups of course subjects. • The curriculum is a coherent unit of planned activities that are undertaken by a learner during his entire learning career under the coaching of the university. The curriculum indicates what objectives must be achieved by the student and what tasks must be fulfilled in order to achieve these.
  • 2. Problem identification and general needs assessment • step 1 is to focus the curriculum, by defining the deficits in knowledge, attitude, or skills that currently exist in practitioners and the ideal approach to teaching and learning these objectives • Needs assessment of targeted learners • The general needs assessment is applied to targeted learners. What kind of teachers do we want to educate it depends mostly on social needs but it can reflect job opportunities, financial rewards and attitudes acquired during process of studding. Sometimes it is very difficult to make balance between these several needs.
  • 3. 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: • The descriptors • Knowledge and understanding • Application of knowledge and understanding • Ability to making judgments • Ability to communicate • Learning skills • Level depending on the cycle
  • 4. Goals and objectives  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. It means that achieving of learning goals of different subjects and courses will lead to reaching mission of institution at the end of student studding process.
  • 5. Educational strategies  Some possible educational strategies:  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.  Integrated multidisciplinary approach This strategy is based on integration of different disciplines. Mostly integration is made around certain organ systems. Basic sciences, preclinical and clinical subjects are integrated around the organ system which they studied.
  • 6. Implementation  A plan for implementation, including timelines and resources required, should be created. A plan for faculty development is made to assure consistent implementation.
  • 7. Relation between departments  Sharing of financial and all other funds which are available for the curricular reform can be one of the reasons for misunderstanding between departments. It has been found that strong collaboration among departments is one of the preconditions for successful curricular reform.
  • 8. Organization of course  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).
  • 9. Teaching Methodologies  Teaching methodologies must provide the “active process of learning. When we want to implement new curriculum we have to reconsider two main questions related with good settlement of teaching methodologies:  size of the student group which teaching tool should we use
  • 10. Human resource development  In order to implement successfully new curriculum or reform old one it is essential to have staff trained who will be main force in curriculum implementation. Instruction should scan and predict special human needs in sense of qualification and knowledge necessary for better efficiency in their work
  • 11. Evaluation and feedback  Evaluation of curriculum presents the final stage inside cyclic process of improvement and development of curriculum. Without evaluation procedure it would be hard to imagine monitoring of institution progress toward desired needs. This process is necessary to provide the evidences that institution made a step in the right direction, as well as useful information to stakeholders. It helps in the process of identification of problems inside curriculum and institution, solving of problems and redesigning of certain aspects of curriculum. Evaluation can be performed as short-term and long-term evaluation.