Planning a Course or Curriculum Mark Gelula, PhD.

Planning a Course or Planning a Course or CurriculumCurriculum

Mark Gelula, PhDMark Gelula, PhD

ObjectivesObjectives

Objectives: By the conclusion of this Objectives: By the conclusion of this session each participant will be able tosession each participant will be able to Describe the six basic steps in a curriculum design processDescribe the six basic steps in a curriculum design process Explain why curriculum development is a continuous Explain why curriculum development is a continuous

processprocess Explain why needs assessment is an essential element in Explain why needs assessment is an essential element in

curriculum developmentcurriculum development Analyze their own institution, identifying at least three Analyze their own institution, identifying at least three

stakeholders and at least three groups to focus on for a stakeholders and at least three groups to focus on for a needs assessmentneeds assessment

Give an example of the relationship between needs and Give an example of the relationship between needs and objectives objectives

Why is Curriculum Why is Curriculum Development ImportantDevelopment Important

Increasing interest in new approaches to Increasing interest in new approaches to educationeducation Need for ways to adapt to changes in patient volumeNeed for ways to adapt to changes in patient volume Need for faster and deeper learning by medical studentsNeed for faster and deeper learning by medical students Increase emphasis on small-group learning and less Increase emphasis on small-group learning and less

lecturing means changes in overall time schedulinglecturing means changes in overall time scheduling Changes needs of society is reflected in curricular Changes needs of society is reflected in curricular

changechange attention to clinical epidemiology and community attention to clinical epidemiology and community

medicine context, and the use of EBMmedicine context, and the use of EBM

Mark H. Gelula 2010Mark H. Gelula 2010 33

Two Models for Curriculum Two Models for Curriculum PlanningPlanning

SPICES Model [Harden (1984)]SPICES Model [Harden (1984)] The Six-step model [Kern, et al The Six-step model [Kern, et al

(1998)](1998)]

THE SPICES MODEL FOR THE SPICES MODEL FOR CURRICULUM PLANNINGCURRICULUM PLANNING

Mark Gelula, PhDMark Gelula, PhD

Harden, R. (1984). The SPICES Model. Medical Education, 18: 294-297Ns

Student-centered

Problem-solving

Integrated

Community-based

Elective

Systematic

Teacher-centered

Information gathering

Specialty

Hospital-based

Standard

Apprenticeship

S-P-I-C-E-SS-P-I-C-E-S

Student-Centered / Student-Centered / Teacher-CenteredTeacher-Centered

Student-CenteredStudent-Centered Encourages student involvementEncourages student involvement Emphasizes the students and what they Emphasizes the students and what they

learnlearn Students choose what they will study, pace Students choose what they will study, pace

of study, method of study, and what they of study, method of study, and what they will studywill study

Teacher-CenteredTeacher-Centered Focus on the teacher and what is taught Focus on the teacher and what is taught

and how it should be studiedand how it should be studied

Problem-solving /Problem-solving /Information-gatheringInformation-gathering

Problem-based approachProblem-based approach Student acquire knowledge and skills Student acquire knowledge and skills

through engaging with problems.through engaging with problems.

Information-gathering approachInformation-gathering approach Emphasizes the presentation of informationEmphasizes the presentation of information Focus on memorizationFocus on memorization Less focus on deep learning (learning for Less focus on deep learning (learning for

meaning)meaning)

Integrated (multidisciplinary) /Integrated (multidisciplinary) /Specialty (discipline)Specialty (discipline)

Integrated approachIntegrated approach Focus on bringing different disciplines Focus on bringing different disciplines

and subjects together. and subjects together. Emphasis on body systems (e.g., Emphasis on body systems (e.g.,

cardiopulmonary, gastrointestinal)cardiopulmonary, gastrointestinal)Specialty approachSpecialty approach Focus on traditional disciplines of Focus on traditional disciplines of

medicine (Pathology, Anatomy, medicine (Pathology, Anatomy, Biochemistry, Pediatrics)Biochemistry, Pediatrics)

Community-based /Community-based /Hospital-BasedHospital-Based

Community-basedCommunity-based Teaching centered on the community Teaching centered on the community

(e.g., health centers)(e.g., health centers)

Hospital-basedHospital-based Teaching is centered on the main Teaching is centered on the main

teaching hospitalteaching hospital

Elective / StandardElective / Standard

Elective focusElective focus A core of subjects is surrounded by A core of subjects is surrounded by

electives which student select or those electives which student select or those aspects of subjects they wish to studyaspects of subjects they wish to study

Standard CurriculumStandard Curriculum All students study the same areas, and All students study the same areas, and

often have no elective or selective often have no elective or selective options within the curriculumoptions within the curriculum

Systematic (planned) /Systematic (planned) /Apprenticeship (Opportunity)Apprenticeship (Opportunity)

SystematicSystematic Teaching and learning experiences are Teaching and learning experiences are

planned and recordedplanned and recorded

ApprenticeshipApprenticeship Students follow the work of a Students follow the work of a

department or a physiciandepartment or a physician Students may experience the work in Students may experience the work in

the community as it presents itselfthe community as it presents itself

1313

A Six-Stage ModelA Six-Stage Model

TEN BASIC QUESTIONS TO TEN BASIC QUESTIONS TO ASK WHEN PLANNING A ASK WHEN PLANNING A COURSE OR CURRICULUM*COURSE OR CURRICULUM*

Mark Gelula, PhDMark Gelula, PhD

* Based on Ronald Harden (1986)Medical Education 20:356-365.

Ten questionsTen questions

1.1. What are the What are the needsneeds in relation to the in relation to the product of the program?product of the program?

2.2. What are the aims and What are the aims and objectivesobjectives??

3.3. What What contentcontent should be included? should be included?

4.4. How should the content be How should the content be organizedorganized??

5.5. What educational What educational strategiesstrategies should should be adopted?be adopted?

Ten questionsTen questions

6.6. What teaching What teaching methodsmethods should be used? should be used?

7.7. How should How should assessmentassessment be carried out? be carried out?

8.8. How should How should detailsdetails of the curriculum be of the curriculum be communicatedcommunicated??

9.9. What educational What educational environmentenvironment should should be fostered?be fostered?

10.10. How should the process be How should the process be managedmanaged??

1.1. What are the needs in What are the needs in relations to the product of relations to the product of

the training program? the training program?

2. What are the aims and 2. What are the aims and objectivesobjectives

General Relationship between General Relationship between Needs and ObjectivesNeeds and Objectives

NeedsObjectives

Needs

3. What content should be 3. What content should be included?included?

4. How Should the content be 4. How Should the content be organized?organized?

5. What Educational Strategies 5. What Educational Strategies should be Adopted?should be Adopted?

Student-centeredStudent-centered Problem-solvingProblem-solving IntegratedIntegrated Community-basedCommunity-based ElectiveElective SystematicSystematic

Teacher-centeredTeacher-centered Information gatheringInformation gathering SpecialtySpecialty Hospital-basedHospital-based StandardStandard ApprenticeshipApprenticeship

6. What Teaching Methods 6. What Teaching Methods Should be UsedShould be Used

Developed for Center for Developed for Center for Advancement of Teaching & Advancement of Teaching &

Learning Case School of Learning Case School of Medicine (c) Mark H. Gelula 2007Medicine (c) Mark H. Gelula 2007

7. How should Assessment be 7. How should Assessment be Carried Out?Carried Out?

8. How should Details of the 8. How should Details of the Curriculum be Communicated?Curriculum be Communicated?

9. What Educational 9. What Educational Environment or Climate Should Environment or Climate Should

be Fosteredbe Fostered

10. How Should the Process be 10. How Should the Process be Managed?Managed?