curriculum development in health care. assists medical trainers to develop competent curriculum for trainees

1. Frame work of approaching curriculum
development
• A route map to curriculum planning

2. Con’t d
• Professional values
• The curriculum should ensure that there is
continuing professional development of
appropriate professional values and ethics. It
is important to recognize that these values
may vary with different cultures and may
change over time.

3. Questions to ask when planning
curricula
1. what are the needs of the community to the
product of the institution
• This question specifies the type of health
professional to be trained or educated by the
institution’s curriculum
• A more detailed training-needs analysis
necessary to identify specific training needs

4. What are the aims and objectives
• The curriculum should respond to the needs
of the community by explaining what the
product will be able to-do by the time he/she
has successfully completed the programme

5. 2. What content should be included ?
• The core curriculum should specify the following
Clinical competence( unique blend of knowledge,
skills and attitudes)
Generic competences( e.g. team working,
communication skills, time management,
problem solving etc.)
Commitment to life long learning(inclusion of
learning experiences to help students extend
their learning skills

6. 3. How should the content should be
organized ?
• Organizational is an important principle in
learning. There are many ways of organizing the
content. Some of these include

7. 4. What educational strategies should
be used?
• The curriculum should specify whether the
course is based on SPICES or the traditional
educational strategies.
• Each course should select appropriate
educational strategies to fulfil its goals it
should be decided how far along the spectrum
it needs to go to enable students to best
achieve the course objectives.

8. 5. How should assessment be carried
out ?
• Assessment process should be close to the
desired learning process as is realistically
possible.
• It is useful to minimize students stress in
approaching assessment by providing good
feedback through the programme on how they
are progressing.
• Assessment should measure the professional
ability in situations with close approximation to
the real world of practice.

9. 6.How should the details of the
curriculum be communicated ?
• A wide range of people need to be in touch with
the curriculum detail although not all will need to
know every thing there is to know.
• Teachers, students and support staff are all stake
holders and need to be adequately informed to
fulfil their role. A communication system should
be inbuilt during curriculum planning stage.
• Study guides and tutor guides provide an
important curriculum information source for
students and tutors

10. 7. What teaching methods should be
used ?
• The curriculum developer should select the most
appropriate teaching methods to achieve the
desired student outcomes.
• Students learn in different ways and may vary in
their knowledge and expertise at the start of the
course. It is therefore advisable to provide a
range of different teaching activities to enable
student to select those compatible with the
individual style of learning ad with their needs.

11. Cont’ d
• The curriculum should specify the strategy of the
assessment and develop it in the planning stage.
• The strategy should include:-
– The continuous aspects of assessment and the final
examinations.
– The assessment methods and the opportunities for
assessment.
– The types of assessment whether norm referenced or
criterion referenced.
– The pass/fail levels as used in each type of
assessment.

12. 8. What educational climate should be
fostered ?
• Carl rogers and other members of the
humanistic school of Psychology identifies the
importance of feelings of personal safety as a
fundamental requisite for personal
development and fulfilment.
• the educational environment involves many
aspects of the characteristics of the
curriculum and its operation and greatly
influences the nature of its outcome.

13. 9. How should the process be
managed ?
• In different institutions, the planning,
implementation and monitoring and
evaluation is managed by different people and
systems.
• Whatever the management structure of
institutions, many institutions make use of
study guides( learner’s guide) to help students
manage their own learning.