guidelines curriculum planning
TRANSCRIPT
GUIDELINES FOR GUIDELINES FOR CURRICULUM CURRICULUM PLANNING PLANNING
Jose Y. Cueto Jr., MD, MHPEdJose Y. Cueto Jr., MD, MHPEdMemberMember
Board of MedicineBoard of Medicine
Overall Plan Overall Plan
• • CURRICULUMCURRICULUM
INSTRUCTIONINSTRUCTION
Curriculum: Basic ElementsCurriculum: Basic Elements
• Hilda Taba: “Curriculum Development: Hilda Taba: “Curriculum Development: Theory and Practice”Theory and Practice”
• 1. Objectives1. Objectives• 2. Content2. Content• 3. Teaching-learning activities3. Teaching-learning activities• 4. Evaluation4. Evaluation
Planning a CurriculumPlanning a Curriculum
• • GOALGOAL
• GENERAL/SPECIFIC OBJECTIVESGENERAL/SPECIFIC OBJECTIVES
• COMPETENCIES OR ABILITIESCOMPETENCIES OR ABILITIES
• CONTENT OR SUBJECT MATTERCONTENT OR SUBJECT MATTER
Planning a CurriculumPlanning a Curriculum
• TEACHING-LEARNING ACTIVITIES TEACHING-LEARNING ACTIVITIES
• ORGANIZATION OF ROTATIONS ORGANIZATION OF ROTATIONS
• EVALUATION OF RESIDENTS EVALUATION OF RESIDENTS
• RESOURCES RESOURCES
Planning a CurriculumPlanning a Curriculum
• Instructional Design for Rotations Instructional Design for Rotations (Oncology, Infectious diseases, etc)(Oncology, Infectious diseases, etc)
1.1. ObjectivesObjectives2.2. ContentContent3.3. Teaching-learning activitiesTeaching-learning activities4.4. ResourcesResources5.5. EvaluationEvaluation
Planning a CurriculumPlanning a Curriculum
Evaluation of Program (by accrediting Evaluation of Program (by accrediting body)body)
Evaluation of Graduates (by certifying Evaluation of Graduates (by certifying body)body)
The GoalThe Goal
Sets the overall target for the whole Sets the overall target for the whole training programtraining program
May be worded “To train residents to May be worded “To train residents to assume the following roles….”assume the following roles….”
The General ObjectiveThe General Objective
What should be accomplished at the end What should be accomplished at the end of the whole programof the whole program
Emphasis on the role as clinician, in the Emphasis on the role as clinician, in the diagnosis and management of diseasesdiagnosis and management of diseases
The Specific ObjectivesThe Specific Objectives
The objectives at the end of each year of The objectives at the end of each year of trainingtraining
Different domains: CognitiveDifferent domains: Cognitive• PsychomotorPsychomotor• AffectiveAffective
The CompetenciesThe Competencies The abilities that should be acquired by The abilities that should be acquired by
the traineethe trainee The competencies include:The competencies include:• CognitiveCognitive• PsychomotorPsychomotor• AffectiveAffective• Interpersonal SkillsInterpersonal Skills• Communication SkillsCommunication Skills
The ContentThe Content
This specifies all the subject matter that This specifies all the subject matter that the trainee needs to learn in the different the trainee needs to learn in the different domains domains
Cognitive, Psychomotor, AffectiveCognitive, Psychomotor, Affective
The Teaching-Learning The Teaching-Learning ActivitiesActivities
The wide range of learning experiences of The wide range of learning experiences of the trainees coupled with the activities the trainees coupled with the activities utilized by the trainors to “teach, train, utilized by the trainors to “teach, train, demonstrate”demonstrate”
Include actual patient management in Include actual patient management in different settings, rounds, presentations, different settings, rounds, presentations, discussions, conferencesdiscussions, conferences
Acquisition of Psychomotor Acquisition of Psychomotor SkillsSkills
Fitts and Posner (1976)Fitts and Posner (1976)1.1. Cognitive PhaseCognitive Phase2.2. Associative PhaseAssociative Phase3.3. Autonomous or Fixation PhaseAutonomous or Fixation Phase
Psychomotor SkillsPsychomotor Skills
• Documentation of progressionDocumentation of progression AssistsAssists Supervised operationsSupervised operations Operations independently performedOperations independently performed
OperationOperation 11stst AssistAssist
SuperviseSupervisedd
Independently Independently performedperformed
1.Hysterectom1.Hysterectomyy
2. Cesarian 2. Cesarian sectionsection
3. Adnexal 3. Adnexal surgerysurgery
AdvantageAdvantage
Credentialing and privilegingCredentialing and privileging Complete documentationComplete documentation Use for determining hospital privileges to Use for determining hospital privileges to
be grantedbe granted Physician will only be allowed to perform Physician will only be allowed to perform
procedures based on what he was able to procedures based on what he was able to do during trainingdo during training
The Organization of RotationsThe Organization of Rotations
Sequence and structure, durationSequence and structure, duration Covered by the Instructional Design for the Covered by the Instructional Design for the
particular rotationparticular rotation Short periods (1-4 months)Short periods (1-4 months)
The Evaluation of ResidentsThe Evaluation of Residents The knowledge, skills and attitudes The knowledge, skills and attitudes
acquired by the residents during rotations, acquired by the residents during rotations, at end of rotations, at the end of the year, at end of rotations, at the end of the year, and at the end of the training program and at the end of the training program need to be assessedneed to be assessed
Utilize different methodsUtilize different methods Feedback should be given after the Feedback should be given after the
evaluationevaluation Internal and externalInternal and external
The ResourcesThe Resources
Sufficient number of trainorsSufficient number of trainors Adequate facilities, equipment, and clinical Adequate facilities, equipment, and clinical
materialmaterial Support services Support services
Evaluation of ProgramEvaluation of Program
To assess the overall qualityTo assess the overall quality Different componentsDifferent components Conducted by appropriate bodyConducted by appropriate body Structured systemStructured system
Evaluation of GraduatesEvaluation of Graduates
For certificationFor certification Written, oral and practical examsWritten, oral and practical exams Feedback to institutionsFeedback to institutions
Instructional Design for RotationInstructional Design for Rotation
DetailedDetailed Covers each rotationCovers each rotation Communicates what should be learned Communicates what should be learned
during the rotationduring the rotation
SummarySummary The basic elements of a curriculum were The basic elements of a curriculum were
identifiedidentified For planning a residency training For planning a residency training
curriculum, additional elements were curriculum, additional elements were incorporatedincorporated
The guidelines can be modified as the The guidelines can be modified as the need arisesneed arises
Ownership of the curriculum should be Ownership of the curriculum should be developed to ensure its implementationdeveloped to ensure its implementation
• THANK YOU!THANK YOU!