DECEMBER 1, 2018
BASICS OF CURRICULUM PLANNING
ASSIGNMENT # 4
DR. REHAN AHMED KHAN
AMBREEN ANSAR
RIPHAH INTERNATIONAL UNIVERSITY
Islamabad
Contents
Basics of Curriculum Planning The common steps in Harden’s and Kern steps of curriculum
development ....................................................................................................................................................... 2
Harden’s ten questions ........................................................................................................................... 2
Why are 02 models required for development of a curriculum? ............................................................... 3
Model for Curriculum Design based on the above two steps. .................................................................... 4
Principles of content selection and filtration........................................................................................................ 6
Recommended syllabus for Community Medicine based on above criteria ............................................. 6
Needs assessment for Community medicine topics/themes ...................................................................... 7
Justification of recommended syllabus .......................................................................................................... 9
Topics/themes & Sub themes of Community medicine According to the decided Learning
outcomes ......................................................................................................................................................... 9
Theme 1 & 2: ................................................................................................................................................. 9
Theme 3:....................................................................................................................................................... 10
Theme 4:....................................................................................................................................................... 11
Theme 5, 6 & 7: .......................................................................................................................................... 11
Bibliography ...................................................................................................................................................... 13
1
Basics of Curriculum Planning
The common steps in Harden’s and Kern steps of curriculum development
step
Harden’s ten questions
no
1
step
no
The needs in relation to the product or
1
the training programme
2
Kern’s six steps
Establish learning outcomes
Problem identification and
general needs assessment
3
The aims
Goals and objectives to
determine
1. curricular content
3
Content to be included
4
Content organization: spiral
5
The educational strategy:
2. learning methods
4
SPICES
Educational strategy
1. lecture
2. small group (CBL, PBL)
6
Teaching method:
3. interviewing, physical
1. lecture
examination, procedural skill
2. small group
3. independent
7
Assessment
8
Communicating details of the
6
Assessment or evaluation
curriculum :
1. LO given
2. Curricular map
3. study guides provided
2
9
The educational environment or
2
climate
Needs assessment for
targeted learners
i.e. understanding specific
learners & learning
environment
10
Managing the curriculum:
5
Implementation:
1.Architect, mechanic, cookbook,
1. Obtain support, resources
railway timetable approaches
2. identify barriers
2. Faculty development program needed
3. introduce the pilot
3. Responsible committees for planning,
4. administer and refine
implementing, revising and maintaining
standards
4. Resources
Notes: 1.Commonalities are highlighted in similar colors. 2. The points different and additive in each model
are bold & Italic. The sequence of kern’s steps is disturbed as the matching ideas are placed in the same
rows. (Eric B. Bass, 2016) (Harden, 2013)
Why are 02 models required for development of a curriculum?
On close inspection of all the steps given by kern and harden in their curriculum
development guidelines it was observed that Harden’s steps are more detailed than the
Kern’s. The important steps missing in Kern’s model are:
1. Method of organizing the content (step 4)
2. Methods of communicating the curriculum to students and teachers (step 8)
3. Measuring the educational environment during evaluation of the institute (step 9)
4. Managing the curriculum by four different approaches (step 10)
However Kern’s model is more specific and some steps of Harden’s have been merged in
the Kern’s design. The only thing missing in Harden’s model which is given in Kern’s model
is the targeted need assessment. Kern emphasizes on understanding the specific learner
need and their learning outcomes before embarking upon the goals and objectives
whereas Harden although identifies the importance of educational environment in step 9
but he suggests to evaluate this element during curricular evaluation.
3
In my humble opinion in spite of some overlapping concepts two models are
complimentary and both models when combined makes the curriculum design/model more
comprehensive and all inclusive.
Model for Curriculum Design based on the above two steps.
4
Student &
Faculty
Selection
Criteria
Programme
goals
Educational
Strategy
decided
Setting
Community needs assessment
(Goals)
Educational
environment
Vision, Mission & the core values&
Core values
Major Subject Areas
(Content)
Identified
Learning
goals
Specific needs assessment
(Establish learning outcomes)
Exit competencies
identified
Establish Objectives
Programme
Objectives
Learner’s
Objectives
Knowledge, Skills &
Attitudes to be
taught identified
Teaching and
learning methods
identified
Organizing the content
(Who, Where, When, What & How)
To Learner’s
Communicating the curriculum
To Faculty
Assessment & Evaluation
Prepare study
guides in the
light of LOs
5
Principles of content selection and filtration
(Staff at Flinder university, n.d.) (ALVIOR,
2015) (Meinrad Bautista, 2012) (International Advisers, 2015)
1. Significance
2. Validity
3. Relevance
4. Utility
5. Interest
6. Learnability
7. Comprehensiveness
8. Multiple learning (in 3 domains)
Recommended syllabus for Community Medicine based on above criteria
Learnability
Comprehensiven
ess
Interest
Utility/ Skill,
knowledge for
future use
Relevance/Need
of the student
Validity/ match
Community medicine
the Learning
Topics/themes of
outcomes
Significance/
selection & Filtration
Primary concept
Principles of content
Measuring the disease burden
5
5
5
5
2
3
3
Assessing the risks &
5
5
5
5
3
3
3
5
5
5
5
3
5
5
Measuring populations
5
5
5
5
4
4
4
Professionalism,
5
5
5
5
5
5
2
5
5
5
5
3
3
2
5
5
5
5
2
3
2
Population at risk
Preventing & Controlling
diseases at all levels
Communication & Ethics
Finding solutions to the
emerging problems
Awareness of local & Global
health scenario
6
Needs assessment for Community medicine topics/themes
Topic/theme
(Eric B. Bass, 2016)
To whom it affects
Patients
health care
society
professionals
Measuring the
+++
+++
+++
+++
+++
+++
+++
+++
+++
+++
+++
Professionalism, +++
+++
+++
+++
+++
+++
+
+++
+++
disease burden
Assessing the
risks &
Population at
risk
Preventing &
Controlling
diseases at all
levels
Measuring
populations
Communication
& Ethics
Finding
solutions to the
emerging
problems
Awareness of
local & Global
health scenario
7
Topic/themes
What does it affect
Professionalism, +++
Societal function
+++
Work &
+++
productivity
+++
Patient & provider
+++
satisfaction
+++
Medical & non-
+++
medical costs
+++
Use of health care
+
& other resources
+++
Quality of
healthcare
Quality of life
Clinical outcomes
Measuring the
++
+
+++
+++
++
+++
+++
+++
+++
+++
+++
+++
+++
+++
+++
+++
+++
+++
+++
+++
+++
+++
+++
+++
+++
+++
+++
+++
+++
+++
+++
+++
+++
+++
+++
++
+++
+
+
+++
++
+
+
++
+++
disease burden
Assessing the
risks &
Population at
risk
Preventing &
Controlling
diseases at all
levels
Measuring
populations
Communication
& Ethics
Finding
solutions to the
emerging
problems
Awareness of
local & Global
health scenario
8
Justification of recommended syllabus
Topics/themes & Sub themes of Community medicine According to the
decided Learning outcomes
Theme 1 & 2:
Learning outcome for students
Themes & Sub themes
At the end of 1 year community medicine
teaching the MBBS student should be able to:
1. Measuring the disease
burden
1. Identify, prioritize and manage the health
problems of the community after making
community diagnosis.
2. Collect data, analyze, interpret, and apply
relevant statistical tests, to make a report.
3. Participate actively in investigation of
outbreaks/epidemics of various diseases and other
public health emergencies.
(What, Where, When, Whom,
How)
1.1.Principles of epidemiology
and epidemiologic
methods
2. Assessing the risks &
Population at risk
2.1.Principles of epidemiology
and epidemiologic
methods
2.2.Screening for disease
2.3.Health information and
basic medical statistics
9
Theme 3:
Learning outcome for students
Themes & Sub themes
At the end of 1 year community medicine
teaching the MBBS student should be able to:
1. Lead the health team at primary care level.
3. Preventing & Controlling
diseases at all levels
2. Recognize and mange common health
problems in the community
3.1.Concept of health and
disease Leadership &
Primary Health care
3. Practice principles of behavioural change
3.2.Communication for Health
communication & Carry out health promotion
Education & Counselling
and education effectively in the community.
skills
3.3.Health planning and
4. Practice principles of resource management,
management & Health
administrative functions etc.
Economics
3.4.Managing environmental
factors causing disease
5. Practice principles of community participation
3.5. Basic Immunology
and inter-sectoral coordination
3.6. Prevention according to
type of diseases
6. Assess environmental risk factors in the
3.7. Prevention according to
community and at workplaces and suggest action
Phases of life
plan.
3.8. Prevention according to
different environmental
7. Participate actively in health service for
exposures
special groups like mothers, infants, under five
children, school children, adolescents and elderly.
10
Theme 4:
Learning outcome for students
Themes & Sub themes
At the end of 1 year community
medicine teaching the MBBS student
should be able to:
1. Explain the factors affecting world’s
4. Measuring & Managing populations
population (birth rate, death rate. Fertility
4.1.Demography
rates
4.2.Fertility control measures
2. Discuss reasons for different growth
rates in different countries
3. Analyse the health problems &
consequences of high & low growth in
different stages of development
4. Demonstrate how to help clients in
choosing & using FP method
Theme 5, 6 & 7:
Learning outcome for students
Themes & Sub themes
At the end of 1 year community
medicine teaching the MBBS student
should be able to:
5. Professionalism & Ethics
1. Educate patients and their families in a
manner respectful of gender, cultural,
religious, economic, and educational
differences on choices regarding their
care.
2. Discuss the measures a medical
practitioner must take to avoid
malpractice
11
3. Explain how to maintain patient
confidentiality
6. Finding solutions to the local &
emerging problems in managing health of
populations
1. Apply the principles of epidemiology
6.1.Research Methodology
and biostatistics to health practice
6.2.Biostatistics
including the design and implementation
6.3.Epidemiological methods
of health related research studies and
clinical preventive medicine trials.
2. Plan and execute a research study.
3. Use / organize bio-statistical analysis
using computers and software and prepare
reports / papers.
4. Critically evaluate research activities
1. Describe the international & National
7. Awareness of Local & Global Health
Health Programmes like Immunization
Scenario
programmes maternal and child health
programmes, family welfare planning and
population control.
2. Ability to Implement and monitor
National health programmes in the primary
care setting.
12
Bibliography
ALVIOR, M. G. ( 2015, FEBRUARY 7). SEVEN CRITERIA FOR THE SELECTION OF SUBJECTMATTER OR CONTENT OF THE CURRICULUM. Retrieved from CURRICULUM AND
INSTRUCTION, EDUCATION: https://simplyeducate.me/2015/02/07/7-criteria-forthe-selection-of-subject-matter-or-content-of-the-curriculum/
Eric B. Bass, B. Y. (2016). Problem identification and general need assessment. In D. E.
Patricia A. Thomas, curriculum development for medical education. a six step
approach (pp. 11-28). Baltimore, Maryland: john Hopkins publishers.
Harden, R. M. (2013). Curriculum planning and development. In R. M. John A. Dent, A
practical guide for medical teachers (pp. 8-15). London, Oxford, Sydney, Toronto:
Churchill Livingstone Elsevier.
International Advisers. (2015, March 1). Content for in the process of curriculum
development. Retrieved from Slideshare:
https://www.slideshare.net/sqjafery/content-for-in-the-process-of-curriculumdevelopment
Meinrad Bautista, P. (2012, July 4). Educational Purposes & Curriculum Content.
Retrieved from Acadmia.Edu:
https://www.academia.edu/31598777/Educational_Purposes_and_Curriculum_Cont
ent
Staff at Flinder university. (n.d.). Curriculum and Teaching Resources. Retrieved from
Staff at Flinder university, South Autralia:
http://www.flinders.edu.au/teaching/teaching-strategies/curriculumdevelopment/topic-curriculum-development/detailed-topic-design/selectingcontent.cfm
13