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General Assessment Criteria
General Assessment Criteria
Distinguishes the needs to be addressed by the curriculum or curricular intervention.
Clearly describes the objective and scope of the curriculum or curricular intervention.
Designs educationally sound curriculum or curricular intervention, including sequences, assessment, and progression. Or Differentiates strengths and weaknesses of a curriculum or curricular intervention.
Analyzes and describes potential barriers to curricular implementation and propose potential solutions.
How to use these resources
How to use these resources
A curriculum may range from a single session to a 4 year program - the same considerations, judgment and decisions need to be made (though on different scales). The decisions are often organized into a curriculum model, several of which are provided in these resources. Demonstrating competence in Curriculum Development means explaining the decisions you have made, why you believe they are appropriate for the situation and how alternatives are not better.
Curriculum Development Webinars
Curriculum Development Webinars
Curriculum Development for Diverse Learners
Curriculum Development for Diverse Learners
Carrie Billman, RN, BSN, CIC
Carrie Billman, RN, BSN, CIC
Senior Infection Control Epidemiologist, The Johns Hopkins Hospital
Infection Control Program Manager, The Johns Hopkins Health System
Infection Prevention Program Manager, Bio-containment Unit (BCU)
Hospital Epidemiology and Infection Control (HEIC)
The Johns Hopkins Hospital
Questions for consideration:
Have you ever developed curriculum when you had no idea what the backgrounds (social, educational or employment) were? What were the biggest challenges?
Have you ever been the learner where your “teacher” did not have the same level of accomplishment in the field you’re in? (i.e. not a doctor, no advanced degree etc.)
For the MDs in the group: When you’re developing education do you make changes or do anything differently if you know you are educating “non-MDs”?
What’s your favorite “outside the box” way to teach?
References:
Chapter 2: "How to engage a group of diverse adult learners in a way that also raises rigor and increases learning." In Innovations in Teaching Adults: Proven Practice in Higher Education. Robb, Paul
"Nurse-physician collaboration: a comparison of the attitudes of nurses and physicians in the medical-surgical patient care setting." Thompson, Stacy. Medsurg Nursing 16.2 (2007).
Facilitator:
Facilitator:
Larry Gruppen, PhD
Larry Gruppen, PhD
Program Director, MHPE Program
Professor
Departments of Learning Health Sciences
University of Michigan
Learning Objectives
Learning Objectives
Participants will be able to:
Apply one or more curriculum design frameworks to a curriculum of their own
Identify and analyze key curriculum decisions and justify those decisions
Apply curriculum design principles to curricula of all sizes
Discussion Questions
Discussion Questions
What parts of a curriculum do you spend the most time thinking about? What parts the least?
Where do you look for help in planning a new curriculum? In revising an old one?
A Key Take Home Message
A Key Take Home Message
It doesn’t matter which curriculum model you use. What matters is that you are systematic in your planning.
Take Home Points for the Session
Take Home Points for the Session
Kern is just one of many curriculum models
Every curriculum is as much art as science
No two people will design the same curriculum for the same goals
Resources
Resources
Curriculum Development for Medical Education : A Six-Step Approach Third Edition. Thomas PA , et al.(eds), Springer Publishing Company, 2016.
Curriculum Development Worksheet - adapted from “Curriculum Development for Medical Education: A six-step approach” by David Kern
Internet Resources for Curriculum Development in Medical Education. Thomas PA, Kern DE. J Gen Intern Med 2004;19:599-605
Shaping the college curriculum. Academic plans in context. Second edition. Lattuca L. Stark J. San Francisco: Jossey Bass. 2009. (ISBN -13: 978-0787985554).
ABC of Learning and teaching in medicine. Curriculum Design. Prideaux D. BMJ 2003;326:268-270.
Curricular change in medical schools: How to succeed. Bland CJ, Starnaman S, et al. Acad Med 2000;75:575-94
Curriculum as conversation. Bleakley A. Adv in Health Sci Educ 2009;14:297-301
Encyclopedia of Curriculum Studies, 1st edition. Kridel C (Ed). Sage Publications. 2010. (ISBN: 978-1412958837). You may be asked to enter your unique name and kerberos password to access the book.
Identifying, appraising, and implementing medical education curricula: A guide for medical educators. Green ML. Ann Intern Med 2001;135:889-896
Medical curriculum reform in North America, 1765 to present: A cognitive science perspective. Papa FJ, Harasym PH. Acad Med 1999;74:154-64.
Medical Education and Curriculum Reform. Putting reform proposals in context. Iedema R, Dengeling P, et al. Med Educ Online 2004;9:17.
Medical education in the United States of America. Dezee KJ, Artino AR, et al. Med Teach 2012;34:521-25.
A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives. Anderson LW, Krathwohl DR, et al. (2001). New York: Addison, Wesley, Longman, Inc. (ISBN: 0321084055)
Taxonomy of educational objectives; the classification of educational goals, by a committee of college and university examiners Handbook I: Cognitive domain. Bloom, B. S. (Ed.). (1956). Preading MA: Addison Wesley. (ISBN: 0679302093)
Twelve tips for effective short course design. Lockyer J, Ward R, Toews J. Med Teach 2005;27(5):392-95.
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