This document discusses curriculum development for a physiotherapy program. It begins by defining curriculum and describing different levels and models of curriculum. It then discusses aligning the curriculum with the program's vision and selecting teaching strategies. The document also contrasts traditional vs modern approaches and references key curriculum theorists like Tyler, Wheeler, Kerr, and Taba. It describes curriculum mapping and outlines components of a course syllabus. Finally, it discusses integrating content, clinical reasoning, and skills across the curriculum.

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.

24. REFERENCE
1. Twining P, Butler D, Fisser P, Leahy M, Shelton C, Forget-Dubois N, Lacasse
M. Developing a quality curriculum in a technological era. Educ Technol Res
Dev. 2021;69(4):2285-2308. doi: 10.1007/s11423-020-09857-3. Epub 2020
Nov 11. PMID: 33199951; PMCID: PMC7657067.
2. World Physiotherapy. Guidance for developing a curriculum for
physiotherapist entry-level education program. London, UK: World
Physiotherapy; 2022.
3. Koc Y, Isiksal M, Bulut S. Elementary school curriculum reform in Turkey.
International Education Journal. 2007 Apr;8(1):30-9.
4. Lunenburg FC. Curriculum development: Inductive models. Schooling.
2011;2(1):1-8.