principles of systematic course design trevor gibbs

Principles of Systematic Course DesignPrinciples of Systematic Course Design

Trevor Gibbs

TeachingTeaching

-- One –way

-- Passive

-- Teacher-centred

-- Teacher-led

“ I will decide what the students need to know !”

Teacher-centred

LearningLearning

-- Two-way

-- Active

-- Student-centred

-- Student-led

What is it the students need to know ?

How can we involve them in the learning process ?

Traditional forward planning of a Course:Traditional forward planning of a Course:

Where will this road take us ?Where will this road take us ?

“ If you are not sure where you

are going, you will either not get

there or you will end up

somewhere else

and not even

know it !! ”

Outcomes-basedOutcomes-based

EducationEducation

Outcomes-based Education:Outcomes-based Education:The emphasis is on the product:

• What sort of Doctor / Professional do we want to produce ?

• What are the component parts of that Professional ?

• How do we develop them ?

How do we develop them ?How do we develop them ?

--- through a Curriculum

“ “ A curriculum is a set of objectives, contents and A curriculum is a set of objectives, contents and

methods methods held togetherheld together by a process to produce a by a process to produce a

product ”product ”

• WHAT will they learn ?

• WHEN will they learn ?

• HOW will they learn ?

• WHERE will they learn ?

• WHY are they learning ?

• HOW do we know they have learned ?

• WHO organises the activities?

• etc

.

Teaching methods Outcomes

Assessment

methods

Learning

opportunities

.

Anatomy Clinical skills / Clinical learning

Staff development Student mentoring

“ To produce a confident and competent Foundation Doctor, able to deliver high quality healthcare in the National Health Service system of the UK ”

“ All graduating

students must be

able to effectively

manage common

conditions seen as

a Foundation

Doctor / 1st Year

Intern ”

“ To manage the common respiratory conditions referred from

the Community ”

“ To interpret a

chest X-ray and

correlate with

the clinical

findings of a

patient with

respiratory

symptoms ”

“ To describe the anatomical markings of a normal chest X-ray ”

Time

Subjects /Topics

Time

Subjects /Topics

The Spiral Curriculum

Time

Subjects /Topics

Vertical integration

physiology

pharmacology

therapeutics

clinical

Time

Subjects /Topics

Horizontal integration

anatomy

histology

physiology

biochemistry

Time

Subjects /Topics

Real-life learning in real-life environment with purpose

=

Contextual Learning

Domains of Learning:Domains of Learning:Cognitive

Psychomotor Affective /

attitudinal

Hierarchies of Learning:Hierarchies of Learning:recall understand apply analyse synthesise

evaluate

imitate

manipulation

develop precision articulate become expert achieve mastery

receive respond / understand value / evaluate organise adopt behaviour ineveryday actions

.

DOES

KNOWS

KNOWS HOW

SHOWS HOW

ACTION

PERFORMANCE

COMPETENCY

KNOWLEDGE

MILLER’S PYRAMID

Mastery

In your groups:In your groups:

From one terminal objective ( competency ) –

All students will be able to:-

a) Effectively manage hypertension in patients of all age groups

b) Provide quality contraceptive advice to patients of either sex and of all ages

c) Effectively manage patients with diabetes mellitus

d) Rationally prescribe for patients with common respiratory infections

In your groups:In your groups:

a) Build up a series of learning objectives to reach that competency

b) Consider at which point in the curriculum they will be achieved

c) Review the possible methods of learning students could use