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Harden's 10 Questions Regarding Curriculum Design (7. How Should…
Harden's 10 Questions Regarding Curriculum Design
1. What Are The Needs In Relation To The Product Of The Training Programme?
Asses the needs of community
Methods of assessing needs as per Harden:
Wiseman Approach.
Views of recent graduates.
Study of star performers.
Analysis of existing curricula.
Analysis of mortality and morbidity statistics.
Task analysis of established practitioners.
Critical incident studies.
Study of errors in practice.
Balance the production of researchers and clinicians.
2. What Are The Aims And Objectives?
Aims and objectives must overlap.
“A medical school may decide that's its major aim is to produce doctors who are able and motivated on qualification to meet the community's needs while also being capable of continuing their education”.
3. What Content Should Be Included?
Determine
which pertinent subjects / themes / topics are to be included?
Determine the
extent & depth
of coverage of selected subjects / topics / themes.
Four criteria by which content gets admission into course:
It
directly contributes
to course objectives.
It's a
'building block'
which equips the students with necessary skill or knowledge to tackle a later part of course.
It allows students to develop intellectual abilities such as
critical thinking.
It
aids the understanding of other subjects
in the course.
4. How Should The Content Be Organised?
Decide Course Orientation
Normal to Abnormal or vice versa.
General to specific or vice versa.
Clinical Focused or Theoretical Focused?
Teaching of subject in one intensive block or spread over a long period along with other disciplines?
5. What Educational Strategies Should Be Adopted?
S.P.I.C.E.S Model
Student Centred Vs. Teacher Centred
Emphasis on students and what they learn
Vs. Emphasis on teachers and what is being taught.
Emphasis on
student involvement with curriculum.
In student centred approach, the students can choose:
What they study
Their pace of study
Method of study
When they will study
Problem Solving Vs. Information Gathering
In problem solving, emphasis is on
cultivating critical thinking.
In information gathering, emphasis is on information presentation.
Integrated, Multidisciplinary Vs. Speciality, Disciplinary
In integrated teaching, emphasis is on
bringing different subjects together
and on body systems rather than individual disciplines.
In disciplinary teaching, only a single discipline / speciality is focused at a time.
Community Based Vs. Hospital Based
In hospital based education, only cases severe enough to be presented at hospitals are dealt with.
In community based education, common diseases often not reported at hospitals are managed.
Elective Vs. Standard
In elective programmes, there is a small core and in the rest of time, students are free to choose among which aspects of subjects or even which subjects they wish to study.
Systematic, Planned Vs. Apprenticeship, Opportunistic
In systematic curriculum, all teaching and learning experience are planned and recorded.
In apprenticeship model, students follow the work of one department or doctor, or experience the work in community as it presents itself.
6. What Teaching Methods Should Be Used?
Student Grouping
Large Group Teaching
Interactive lecturing.
Large group teaching require greatly different teaching skills.
Small Group Teaching
Groups no larger than 7 or 8 students.
More appropriate when student - teacher interaction is required or in demonstrations.
Individualised Learning
Students mostly work in their own time and it allows more choice in:
Pace of study.
Timing of study.
Method of study.
Choice Of Tools
Computers.
Simulators / Models.
Patients.
The choice of tool must reflect:
Course aims and objectives.
The availability of local facilities / resources.
Staff experience in various techniques & technologies.
Dundee Model
A whole class introductory lecture gives an overview, framework and vocabulary.
A 2 week individual study period is given.
During the 2 week period students have the opportunity to meet a teacher in small groups to see relevant clinical examples of condition under study.
Students meet teachers in small groups to identify the problems and solve them via problem based learning.
7. How Should Assessment Be Carried Out?
Assessment Techniques
MCQs, SEQs, PBQs etc.
Most appropriate assessment tools should selected depending upon:
Course aims and objectives.
The availability of local facilities / resources.
Staff experience in various techniques & technologies
Choice of Assessor
Internal Vs. External Examiner
Degree of internal assessment involvement
Timing of Assessment
Continuous / In - Course Assessment
End Of Course Assessment
Utilisation of Formative Assessment
Scoring Standards
Norm Based
The purpose is to distinguish between the performance of different individuals i.e. to rank the candidates into an order on the basis of their scores in examination.
Criterion Referenced
The aim is to assess whether students have achieved a specific standard of competence or not.
The aim is to separate students in two groups, those who have achieved the standard and those who have not.
Both the student and the course should be assessed.
Student failure may reflect a curriculum deficiency and rectifying faults in curriculum may improve student performance.
The students achievement maybe despite of teaching rather than because of it.
8. How Should Details Of Curriculum Be Communicated?
Commonly done through syllabi and timetables.
These are methods communicating the list of subjects covered and when they are taught rather than the curriculum itself.
Another approach is by presentation of aims and objectives of courses.
Concept mapping can be also used.
Concept matter can be broken down into its basic conceptual elements and how these concepts can be related to one another.
A diagram of relationships between concepts can then be developed which represents the subject matter area.
9. What Educational Environment Should Be Fostered?
Educational environment has profound effects on students performance and behaviour & on the outcome of the curriculum.
Does the environment encourage:
Scholasticism.
Propriety.
Social Awareness
Cooperation amongst students.
Is it possible, given the available instruments, to measure the educational environment of the institution?
E.g. Does the educational environment promotes cooperation or competition amongst the students?
10. How Should The Process Be Managed?
Following queries must be addressed:
Who is responsible for planning, implementation and monitoring?
How can change or innovation be brought into the curriculum?
How can different courses relate in a way that overall objectives of institution can be achieved?
Should the responsibility lie with individuals or committees?
Who should be represented on committees?
What is the role of students themselves in the management process?
Should students be represented in any course or curriculum committees?
Dundee Model
The Undergraduate Medical Education Committee is responsible for establishing and deciding policy in relation to the curriculum.
This is approved by the Faculty Board, which consists of professors, elected representatives and students.
The Later and Early Year Sub-Committees are responsible for timetabling and implementing the programme
Responsible to Sub-Committees are the course committees and the departments teaching on the course
Define the roles of:
Head of the department
Course teachers
Curriculum & course committees