Curriculum
Competence in curriculum development and design is crucial to advance medical education programs. This unit will provide the Clinician Educator (CE) with the theoretical background and practical skills they need to be able to systematically create, implement, evaluate, and improve curricula, ranging from short (e.g., half-day workshop) to longitudinal curricula (e.g., a new residency program).
The Foundations Unit is a prerequisite for this unit.
Teaching & Learning is a co-requisite.
Competencies Addressed in this Unit
A CE must be able to:
1. Plan and conduct a needs assessment
2. Systematically design and plan the implementation of a curriculum
3. Evaluate an educational program
Objectives
By the end of this Unit, the CE will be able to:
1. Demonstrate competence in systematic educational design, by
describing and contrasting commonly used educational design approaches
analyzing a commonly used design approach with reference to supporting education theories
2. Demonstrate competence in needs assessment, by
differentiating perceived, observed, organizational (institutional), and societal needs
discussing the advantages, challenges, and implications of commonly used needs assessment instruments
preparing and conducting a needs assessment
3. Demonstrate proficiency in setting learning goals and objectives, by
defining and comparing the terms “goals,” “learning objectives,” and “milestones”
defining three broad domains of learning objectives
composing clear and effective learning objectives using appropriate levels-of-learning taxonomies
composing clear and effective milestones using appropriate levels-of-learning taxonomies
describing the use of curriculum mapping or blueprinting to ensure that objectives are linked to teaching and assessment
4. Demonstrate comprehension of the challenges of curriculum implementation, by
determining the human, fiscal, and physical resources required for the delivery of a new educational initiative
outlining critical factors for success in the implementation of a new curriculum
discussing the necessary elements of curriculum maintenance
5. Demonstrate proficiency in program evaluation, by
describing and comparing common program evaluation models
evaluating a curriculum
6. Demonstrate comprehension of the importance of the education environment, by
explaining the influences on and interactions within an educational environment, which is embedded within interconnected and complex health and medical education systems
defining the concept of the “hidden curriculum” and describing the implications of this phenomenon
Assessment
Please refer to the McMaster Task List for Curriculum Unit for a complete listing of the summative and formative assessments required for this unit.
Suggested Readings
Articles
Bennett N, Lockyer J, Mann K, Batty H, LaForet K, Rethans JJ, et al. Hidden curriculum in continuing medical education. J Contin Educ Health Prof. 2004;24(3):145–52.
Bice-Stephens W. Designing a learning-needs survey—10 steps to success. J Contin Educ Nurs. 2001;32(4):150–1.
Bordage G, Harris I. Making a difference in curriculum reform and decision-making processes. Med Educ. 2011;45(1):87–94.
Evans DE, Estcourt CS. A practical guide to building a national curriculum. Br J Hosp Med. 2007;68(11):612–5.
Ehrenberg RG, Brewer DJ, Gamoran A, Willms JD. Does class size matter? Sci Am. 2001;285(5):78–85.
Goldenberg D, Andrusyszyn MA, Iwasiw C. A facilitative approach to learning about curriculum development. J Nurs Educ. 2004;43(1):31–5.
Gozu A, Windish DM, Knight AM, Thomas PA, Kolodner K, Bass EB, et al. Long-term follow-up of a 10-month programme in curriculum development for medical educators: a cohort study. Med Educ. 2008;42(7):684–92.
Harden RM. AMEE Guide No. 21: Curriculum mapping: a tool for transparent and authentic teaching and learning. Med Teach. 2001;23(2):123–6.
Harden RM, Sowden S, Dunn WR. Educational strategies in curriculum development: the SPICES model. Med Educ. 1984;18(4):284–97.
Krackov SK, Pohl H. Building expertise using the deliberate practice curriculum-planning model. Med Teach. 2011;33(7):570–5.
Malik AS, Malik RH. Twelve tips for developing an integrated curriculum. Med Teach. 2011;33(2):99–104.
Windish DM, Gozu A, Bass EB, Thomas PA, Sisson SD, Howard DM, Kern DE. A ten-month program in curriculum development for medical educators: 16 years of experience. J Gen Intern Med. 2007;22(5):655–61.
Books
Kern D, Thomas PA, Hughes MT. Curriculum development for medical education: a six-step approach. 2nd ed. Baltimore (MD); Johns Hopkins University Press; 2009.
Sherbino J, Frank JR, editors. Educational design: a CanMEDS guide for the health professions. Ottawa: Royal College of Physicians and Surgeons; 2011.
Book chapters
Donaldson SI. Developing program impact theory. In: Program theory-driven evaluation science: strategies and evaluations. New York: Taylor and Francis Group; 2007. p. 20–39.
Donaldson SI. Formulating, prioritizing, and answering evaluation questions. In: Program theory-driven evaluation science: strategies and evaluations. New York: Taylor and Francis Group; 2007. p. 40–8.
Harden RM. Curriculum planning and development. In: Dent JA, Harden RM, editors. A practical guide for medical teachers. 3rd ed. Edinburgh: Churchill Livingstone; 2009. p. 8–16.
Prideaux D. Curriculum development in medical education: from acronyms to dynamism. Teaching Teacher Educ. 2007;23 (Apr):294–302.
Stufflebeam DL. The CIPP model for evaluation. In: Stufflebeam DL, Madaus GF, Kellaghan T, editors. Evaluation models: viewpoints on educational and human services evaluation. 2nd ed. Boston: Kluwer Academic Publishers; 2000.