Questions to be asked when planning A Curriculum or A Course DR.MOHAMMED O. AL-RUKBAN Assistant Professor And Consultant of Family Medicine Department.

Questions to be asked Questions to be asked when planning A when planning A

Curriculum or A CourseCurriculum or A Course

DR.MOHAMMED O. AL-RUKBANDR.MOHAMMED O. AL-RUKBAN

Assistant Professor And Consultant of Family MedicineAssistant Professor And Consultant of Family Medicine

Department of Family and Community MedicineDepartment of Family and Community Medicine

College of MedicineCollege of Medicine

King Saud UniversityKing Saud University

IntroductionIntroduction

If any body asked to plan a course, he will If any body asked to plan a course, he will depend on:depend on:

Common sense.Common sense. His perception of the subject which he is His perception of the subject which he is

teaching.teaching. The way in which he was educated The way in which he was educated

himself. himself. Current teaching practice elsewhere.Current teaching practice elsewhere.

TEN Questions to ask when TEN Questions to ask when planning a course or planning a course or

curriculumcurriculumBYBY

R.M. HardenR.M. HardenMedical Education 1986, 20(4): Medical Education 1986, 20(4):

356-365356-365

1) What are the needs in relation to the 1) What are the needs in relation to the product of the training program?product of the training program?

The need to produce The need to produce doctors to serve the doctors to serve the publicpublic accompanies two others in any accompanies two others in any medical school medical school –– the production of the production of teachersteachers and of and of researchersresearchers. .

Do all doctors need to be trained in the Do all doctors need to be trained in the skills required for carrying out research in skills required for carrying out research in their own area of practice?their own area of practice?

How should these three needs be How should these three needs be balanced? balanced?

Training needs analysis is a process of Training needs analysis is a process of both an extensive and intensive study of both an extensive and intensive study of product requirements.product requirements.

A number of approaches may be used to A number of approaches may be used to identify needs as a step in curriculum identify needs as a step in curriculum planning:planning:

The wisemen approach.The wisemen approach. The Delphi technique, a method relying on the The Delphi technique, a method relying on the

judgment of an expert panel of 'wise men', has judgment of an expert panel of 'wise men', has been used in curriculum planning to obtain a been used in curriculum planning to obtain a consensus opinion. (Miller, 1974).consensus opinion. (Miller, 1974).

A study of errors in practice.A study of errors in practice. Critical incident studies.Critical incident studies.

1) What are the needs in relation to the 1) What are the needs in relation to the product of the training program?product of the training program?

Task analysis of established practitioners.Task analysis of established practitioners. Analysis of morbidity and mortality statistics.Analysis of morbidity and mortality statistics. Study of star performers.Study of star performers. Analysis of existing curricula including syllabi Analysis of existing curricula including syllabi

and examinations.and examinations. Views of recent graduates.Views of recent graduates. In many countries, the answer to this question In many countries, the answer to this question

is already specified in general terms by is already specified in general terms by government and by professional bodies.government and by professional bodies.

1) What are the needs in relation to the 1) What are the needs in relation to the product of the training program?product of the training program?

2) What are the aims and objectives?2) What are the aims and objectives?

A medical school may decide that its major A medical school may decide that its major aim is: aim is: “To produce doctors who are able “To produce doctors who are able and motivated on qualification to meet the and motivated on qualification to meet the community's needs while also being community's needs while also being capable of continuing their education”.capable of continuing their education”.

The decision might be taken:The decision might be taken: “To produce “To produce basic doctors who are unable to work in basic doctors who are unable to work in any branch of medicine without further any branch of medicine without further formal vocational training as formal vocational training as postgraduates”. postgraduates”.

The curriculum responds to the needs of the The curriculum responds to the needs of the community by explaining what the product will be community by explaining what the product will be able to do by the time he/she has successfullyable to do by the time he/she has successfully completed the programmecompleted the programme..

Another approach which may be an appropriate Another approach which may be an appropriate alternative to aims and objectives is alternative to aims and objectives is competence-competence-basedbased..

Not all needs may be reflected in the aims and Not all needs may be reflected in the aims and objectives of the course or curriculum. objectives of the course or curriculum.

Some needs may be more appropriately Some needs may be more appropriately considered in relation to other courses or other considered in relation to other courses or other phases of a vocational training programme.phases of a vocational training programme.

2) What are the aims and objectives?2) What are the aims and objectives?

ObjectivesObjectives NeedsNeeds

2) What are the aims and objectives?2) What are the aims and objectives?

The taught The taught CurriculumCurriculum

The declared The declared CurriculumCurriculum

The learned The learned CurriculumCurriculum

2) What are the aims and objectives?2) What are the aims and objectives?

Content gains admission in a course by Content gains admission in a course by satisfying any of four criteria:satisfying any of four criteria:

It directly contributes to the course It directly contributes to the course objectives.objectives.

It is a 'building block' which equips the It is a 'building block' which equips the students with skill or knowledge needed students with skill or knowledge needed to tackle a later part of the course.to tackle a later part of the course.

It allows students to develop intellectual It allows students to develop intellectual abilities such as critical thinking.abilities such as critical thinking.

It aids the understanding of other It aids the understanding of other subjects on thesubjects on the course.course.

3) What content should be included?3) What content should be included?

4) How should the content be organized?4) How should the content be organized?

Should the basic sciences provide a foundation Should the basic sciences provide a foundation for the study of medical disciplines followed for the study of medical disciplines followed finally by disordered function of the body? Or is it finally by disordered function of the body? Or is it better to work back from disordered function, better to work back from disordered function, explaining it in terms of deviation from the explaining it in terms of deviation from the normal? normal?

Should subjects be covered in a particular order? Should subjects be covered in a particular order? For example, should psychiatry be introduced For example, should psychiatry be introduced before, during or after the study of general before, during or after the study of general medicine?medicine?

Which teachers or departments should be Which teachers or departments should be responsible for covering each subject?responsible for covering each subject?

Organizational frameworks: The system -based approach:

Students visit each system only once in their undergraduate education.

Visit each system several times: In phase 1, students learn about normal structure

function and behaviour (basic science) in relation to the systems.

In phase 2, they learn about abnormal structure function and behaviour (pathological sciences) in relation to the systems.

In phase 3, they learn about the clinical applications of their previous learning (practice of medicine).

4) How should the content be organized?4) How should the content be organized?

Spiral curriculum: As the student

moves on through different experience there is value in re-visiting previous learning to re-explore and extend it.

4) How should the content be organized?4) How should the content be organized?

5) What educational strategies should be 5) What educational strategies should be adopted?adopted?

The term educational strategy implies The term educational strategy implies the the approach taken to the conduct of the educational approach taken to the conduct of the educational programme.programme.

SPICES model for curriculum planning:SPICES model for curriculum planning: Student-centeredStudent-centered/ teacher-centered./ teacher-centered.

In a student-centered approach students can In a student-centered approach students can choose when they will study, their pace of study, choose when they will study, their pace of study, the method of study and what they will study.the method of study and what they will study.

Problem-solvingProblem-solving/information-gathering/information-gathering Integrated (multidisciplinary)Integrated (multidisciplinary)/specialty /specialty

(discipline).(discipline). Community-basedCommunity-based/hospital-based./hospital-based.

ElectiveElective/standard/standard In elective programmes, students have a In elective programmes, students have a

small core and for the remainder of the small core and for the remainder of the time choose which aspects of the time choose which aspects of the subjects, or even which subjects, they subjects, or even which subjects, they wish to study.wish to study.

Systematic (planned)Systematic (planned)/apprenticeship./apprenticeship.

5) What educational strategies should be 5) What educational strategies should be adopted?adopted?

6) What teaching methods should be 6) What teaching methods should be used?used?

To select the most appropriate teaching To select the most appropriate teaching method to achieve the desired student method to achieve the desired student outcomes.outcomes.

Student grouping:Student grouping: Whole class teaching;Whole class teaching; Classes divided into smaller groups of Classes divided into smaller groups of

seven or eight students; or seven or eight students; or Individualized learning where students Individualized learning where students

work on their own.work on their own.

Teaching methods (the choice of tool): Teaching methods (the choice of tool): Slides, Slides, Audiotape,Audiotape, Film, Film, Videotape,Videotape, Overhead projector, Overhead projector, Printed text, Printed text, Computers, Computers, Simulators, Simulators, Models, Models, Exhibitions and patients, or/andExhibitions and patients, or/and Computer- assisted learning (CAL).Computer- assisted learning (CAL).

6) What teaching methods should be 6) What teaching methods should be used?used?

The well-prepared, dynamic lectureThe well-prepared, dynamic lecture is effective is effective and often the best use of available resources, and often the best use of available resources, especially if the class size is large.especially if the class size is large.

The educational value of a method is dependent The educational value of a method is dependent as much on as much on how the method is usedhow the method is used as on as on the the choice of method.choice of method.

The choice of method should reflect:The choice of method should reflect: The course aims and objectives;The course aims and objectives; Class size;Class size; The availability of local facilities; andThe availability of local facilities; and Staff experience in the various techniques.Staff experience in the various techniques.

6) What teaching methods should be 6) What teaching methods should be used?used?

7) How should assessment be carried 7) How should assessment be carried out?out?

““The curriculum instructs teachers in what to teach; The curriculum instructs teachers in what to teach; the exam. Instruct students in what to learn”.the exam. Instruct students in what to learn”.

(Melnick D, 1991)(Melnick D, 1991) The assessment strategy should be developed at the The assessment strategy should be developed at the

planning stage. planning stage. Both the student and the course should be assessed.Both the student and the course should be assessed. Assessment techniques:Assessment techniques:

Multiple choice questionsMultiple choice questions Essay questionsEssay questions Short answer questionsShort answer questions Patient management problemsPatient management problems Modified essay questionsModified essay questions Oral examinationsOral examinations Traditional clinical examinationsTraditional clinical examinations Objective structural clinical examinationsObjective structural clinical examinations Reports by tutors or supervisors Reports by tutors or supervisors

8) How should details of the curriculum be 8) How should details of the curriculum be communicated?communicated?

Details of the curriculum have to be Details of the curriculum have to be communicated tocommunicated to staff staff responsible for teaching responsible for teaching and to and to the studentsthe students for whom the curriculum has for whom the curriculum has been designed. been designed.

Most commonly this is done through Most commonly this is done through syllabi and syllabi and timetables. timetables.

The most existing is the use of The most existing is the use of concept mapping.concept mapping. Another approach is Another approach is the presentation of the aims the presentation of the aims

and objectives of the courses.and objectives of the courses. Study and tutor guidesStudy and tutor guides provides an important provides an important

curriculum information source for students and curriculum information source for students and tutors.tutors.

9) What educational environment or 9) What educational environment or climate should be fostered?climate should be fostered?

Educational Environment May have Educational Environment May have profound effects on the profound effects on the students' students' behaviourbehaviour and and performanceperformance and on the and on the outcome of the curriculumoutcome of the curriculum. .

Does the environment encourage Does the environment encourage scholasticism, propriety, social awareness scholasticism, propriety, social awareness and cooperation between students? and cooperation between students?

Using available instruments, to measure Using available instruments, to measure the climate of the educational environment the climate of the educational environment in an institution.in an institution.

10) How should the process be 10) How should the process be managed?managed?

Who is to be responsible for planning, Who is to be responsible for planning, implementation and monitoring?implementation and monitoring?

How can change or innovation be brought How can change or innovation be brought into the curriculum? into the curriculum?

What is the role of the head of department, What is the role of the head of department, the course teachers and any curriculum or the course teachers and any curriculum or course committee that has been course committee that has been established?established?

Who should be represented on the Who should be represented on the committees?committees?

What is the role of the students What is the role of the students themselves in the management process? themselves in the management process? Should they be represented on any course Should they be represented on any course or curriculum committees?or curriculum committees?

ConclusionConclusion

Harden’s Ten questions is an Harden’s Ten questions is an essential tool for course essential tool for course

planningplanning

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