For health students and medical sciences students How to make plan For medical science students How to upload the care plan Curriculum development For medical science students To evaluate students

1. CURRICULUM DESIGNING PROCESS
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2. Objectives
At the end of this unit, you should be able to:
 Indicate areas of faculty involvement in designing a curriculum
 Define the terms course and design in the curriculum terminology
 Discuss the steps used in the course design process using specific examples
 Discuss the six qualities of specific educational objectives.
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3. WHAT IS MEANT BY:
Curriculum design
• Refers to the structure or the arrangement of the components of a curriculum.
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4. Key Components of a Curriculum
• Background
• Justification/Rationale
• Objectives of the Program
• Professional profile
• Graduate Profile (graduate Attributes)
• Program Profile
• Resources for the Program
• Course Profile

5. The Prominent Approach to Curriculum Design & Evaluation

6. Curriculum Design
• Analysis of social needs
• Translating the needs into course/general/learning/terminal objectives
• Splitting the objectives into specific objectives
• Grouping the specific objectives into subjects matter
• Deriving the subjects from the above classification
• Specifying enabling objectives
• Combining each subject matter
• Specification of required time
• Syllabus formulation
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8. Criteria in selecting subject matter (course)
• Self sufficient
• Significant
• Validity
• Interesting
• Utility
• Learnability
• Feasibility
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10. Scope
• Breath and depth of curriculum content
Sequence
• Vertical relationship of curriculum areas
• Occurrence and re-occurence of contents and experiences
Dimensions…
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11. Continuity
• Vertical manipulation or repetition of curriculum component
Integration
• Linking of all types of knowledge and experience contained with the curriculum plan
• Enable individual to comprehend knowledge as unified
Dimensions…
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12. Articulation
• Vertical articulation
• Depict the relationship of certain aspects in curriculum sequence to lesson, topic,
or courses appearing latter in the program`s sequence
• Horizontal articulation
• Refers to the association between or among elements occurring simultaneously
Balance
• Give appropriate weight to all contents to prevent distortion
Dimensions…
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13. Attributes of Curriculum Design
• Purposeful
• Deliberate
• Creative
• Operates on many levels
• Has stages
• Requires compromises
• Can fail
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18. Methods of Evaluating the Curriculum
• Analysis of Health Needs
• Look at analysis of health statistics
• Decide on the need of curriculum improvement or change
• Critical Incident Studies
• Find of situation from health workers that are difficult to handle
• If several workers report difficulty within similar situations
• Then clearly the curriculum should be looked at
• This shows a mismatch between training and practice

19. • Supervisors Report
• Collect comments from supervisors
• Then take action based on their comments
• Feedback from Stakeholders
• Use of questionnaire and interview to collect comments
• It could be collected from
• MOH
• Regional or Zonal health bureau
• Teachers
• Students
Methods of Evaluating the Curriculum

20. Types of evaluations and their purposes
• Baseline Evaluation:
• Conducted before training (pretest)
• Determine the trainee’s levels of KAP
• Input Evaluation:
• Assess the elements associated with the training
• Includes: costs, selection of trainers & trainees, venue, materials,

21. • Process Evaluation:
• Conducted periodically during the training
• Adapt to schedule, content and approach
• If the process is as designed, then the effect is predictable
• Outcome Evaluation:
• Conducted after the training
• Assess the expected behavioral change
Types of evaluations

22. • Impact Evaluation:
• Determine the long term effect of training on:
• Individual job performance
• Organizational performance
• Program performance
• Effect on target population
• Regional or national health indicators
Types of evaluations

23. Thank You!