curriculum lecture notes for master's degree

1. Curriculum, components,
development and
evaluation
Dr. Farzana Mahdi
Professor
Department of Biochemistry
farzana.mahdi@gmail.com

2. Curriculum
After this interaction, learner should be able to-
-- Define and explain the concept of curriculum
-- Enumerate curriculum foundations and components
-- Explain the curriculum in his/her own subject area
-- Discuss the importance and need for curriculum
evaluation
Learning Objectives

3. Definition
“Curriculum is a plan of action which
incorporates the learning outcomes to be
attained over a period of time by exposing
the learner to various learning experiences”

4. What is a Curriculum?
? A statement of learning objectives
? A statement of learning experiences
? A statement of learning outcomes
? A listing of the subject matter
(syllabus)

5. WHAT IS CURRICULUM?
CURRICULUM
Intended aims &
objectives, content,
experiences,
outcomes and
processes of the
educational
programme
Education structure
Entry
requirements
Assessment
system
Flexibilities
Programme
organisation
Length
Expected methods of
learning, teaching,
feedback and supervision.
Syllabus content:
Knowledge, skills,
attitudes, expertise
to be achieved.

6. Curriculum
Latin word means “ Race- course”
What it denotes?

7. It denotes
• Path to be followed
• Frame within which it has to be followed

8. ? Curriculum
• Provides direction to both teachers as well as
students
• Assists in selection of appropriate learning
resource material
• Helps to adopt appropriate teaching-learning
activities
• Helps in designing appropriate assessment tools
• Ultimately helps designing relevant and efficient
educational programme

9. Curriculum
Student
What to learn
*Content
How to learn
*Educational strategy
Teaching Learning
tools
Assessment
Educational
Enviornment
Learning
Outcome

10. Curriculum Development

11. Models of curriculum
Development
• The Tyler model
• The Taba Model
• The Saylor and Alexander Model
• The Goodlad Model
• The Hunkins Model
• The Miller and Seller Model
• The Zais Model

12. Zais Model
Needs knowledge of –
A – Curriculum foundations
B – Curriculum components

14. Curriculum foundations
Answer of four basic questions give desired
shape to curriculum
• Why a subject is being taught?
• Who is being taught?
• MBBS/BDS
• How a subject will be taught?
• face to face or distance mode
• What is to be achieved
Learning outcome

15. Why is anatomy being taught?
Students understand the
Inter- relationship of various
structures of human body in
better way
Students score better in
AIPGME/ state
PGME/ USMLE
Emphasis on basics Emphasis on recent
advances

16. Curricular Components
• Educational Objectives
what will the learner be able to do at the end of
instructions.
• Educational Materials
learning resources like books, manuals, models, A - V
aids etc.
• Educational Methods
denote the way the materials will be used e. g. lectures,
practicals, group discussions, self study, field visits etc.
• Evaluation
to certify the attainment of stipulated proficiency; and to
provide a feedback to the learner and the teacher

17. Which is correct ?
A
Objectives
Materials
Methods
Assessment planning
Assessment
B
Objectives
Assessment planning
Materials
Methods
Assessment

18. “Begin with the end in
mind”

19. Which is correct ?
A
Objectives
Materials
Methods
Assessment planning
Assessment
B
Objectives
Assessment planning
Materials
Methods
Assessment
√

20. Curriculum development
• Curriculum planning should be flexible
(example of communication skill)
• Same learning objective could be
achieved by using different teaching
methodology.

21. Curriculum development
Approaches
Subject
centered
Learner
centered
Problem
solving

22. Subject centered approach
• Emphasis to complete subject matter
• Number of lectures / number of topics /
number of hours are assigned
(Contemporary MBBS curriculum)

23. DISCIPLINE BASED
O & G SURG MED PED
FM PATH MICR PHARM CM
ANAT PHYSIO BIO CH.
BIO PHY MATH CHEM COMP G.K.

24. Learner centered approach
• Emphasis on fulfilling the needs of learner.
• Students will be active and responsible
participants in their own learning.
• Strengthens student motivation, promotes peer
communication, builds student‐teacher
relationships and promotes active learning.
(Learner’s intent to crack PGME/USMLE/ NEET)
Approach
es
Subject
centered
Learner
centered
Problem
solving

25. BE LEARNER ORIENTED
STUDENT DECIDES ON
• Learning objectives
• Course contents
• Methods to be used to achieve
objectives
• Learning resources
• Sequence and pace of learning.
• Time of Assessment

26. Problem solving approach
• Emphasis on ability of learner to solve a
given problem
• Involves subject as well as learner
centered approach
Approach
es
Subject
centered
Learner
centered
Problem
solving

27. None of the approaches are
entirely satisfactory

28. SPICES model of Medical curriculum
(Harden et al 1984)
Modern System Traditional System
Student-centered - Teacher-centered
Problem-based - Information-gathering
Integrated - Discipline-based
Community-based - Hospital-based
Electives - Standard-program
Systematic - Apprenticeship-based
(More the curriculum is on left side, the better it is )

29. INEGRATION
HORIZONTOL VERTICAL
SPIRAL

31. INTEGRATED
Anatomy
Biochemistry

32. Advantages of Integration
• Reduces fragmentation of medical course.
• Improves education effectiveness of teaching.
• Promotes staff communication and collaboration.
Advantages of subject based
• Omission of topics is avoided.
• Content of discipline is not neglected.
• Less costly.
• Teacher friendly.
• Provides a career choice.

33. Curriculum Designs
Student oriented
Teacher oriented
Problem Based
Information Gathering
Integrated
Discipline based
Community Oriented
Hospital based
Elective
Uniform
Systematic
Apprenticeship/ Opportunistic
THE IDEAL MODEL?

34. Ideal
Curriculum
NATIONAL HEALTH POLICY

35. Ideal
Curriculum STATE HEALTH POLICY
NATIONAL HEALTH POLICY

36. Ideal
Curriculum
UNIVERSITY GOALS
STATE HEALTH POLICY
NATIONAL HEALTH POLICY

37. Curriculum Goals
Department Goals
Objectives - Assessments
& Teaching Strategies
Ideal
Curriculum
UNIVERSITY GOALS
STATE HEALTH POLICY
NATIONAL HEALTH POLICY

38. Curriculum Goals
Department Goals
Objectives - Assessments
& Teaching Strategies
Assignments
D1 Dn
D6
D5
D4
D3
D2
Ideal
Curriculum
UNIVERSITY GOALS
STATE HEALTH POLICY
NATIONAL HEALTH POLICY

39. Curriculum
Goals
Department Goals
Objectives - Assessments
& Teaching Strategies
Assignments
D1 Dn
D6
D5
D4
D3
D2
Present
situation
of medical
education
UNIV. GOAL

40. Curricular determinants
National health objectives
Institutional Objectives
Departmental Objectives
Subject Content
Learning experiences
Assessment plan

42. Curriculum Development:
A Six Step Approach
David E Kern

43. Contents
• Step 1 Problem Identification and General
Needs Assessment
• Step 2 Targeted Needs Assessment
• Step 3 Goals and Objectives
• Step 4 Educational Strategies
• Step 5 Implementation
• Step 6 Evaluation and Feedback

44. CURRICULUM IS TOO
IMPORTANT NOT TO BE
EVALUATED

45. WHAT CAN EVALUATION
ADDRESS?
EVALUATION
structure
process
content
relevance
intentions vs achievement: curriculum in practice
qualities of graduates
teaching
learning
professional induction
cost-benefit
the unexpected
But almost never, cause and effect
outcomes & effects

46. THE EVALUATION SYSTEM
PURPOSE
CONTEXT
METHOD
OUTCOME
Decision
Communication
Curriculum change & development

47. APPROACH
• There is no one ‘correct’ approach
• Your evaluation MUST be based on your
defined objectives.
Remember:
Evaluation is part of a
change management
process for curriculum
renewal

48. "Curriculum is in the air. No matter
what the problem in medical education,
curriculum is looked to as the solution“
R M Harden