Curriculum & Its Types

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INTRODUCTION TO

CURRICULUM & ITS Dr. Brekhna Jamil/ Dr. Sadaf


Saleem

TYPES
LEARNING OBJECTIVE FOR
THE SESSION
By the end of the session, participants will be able to:
Discuss & describe the curriculum and its different
types
Discuss curriculum planning & development
Describe Harden’s 10 step approach for curriculum
planning & development
WHAT IS CURRICULUM?
WHAT IS THE DIFFERENCE
BETWEEN CURRICULUM,
SYLLABUS & COURSE?
WHAT IS A CURRICULUM?
• The word curriculum derives from the Latin ‘currere’ meaning
‘to run’. It is a racecourse.
•Today  Planned Learning Experience OR Academic Plan

“It is a planned educational experience or activity”


EXTENDED
VERSION OF
CURRICULUM
WHAT IS A SYLLABUS?
• Syllabus is a list of contents to be taught in a course or a
curriculum
WHAT IS A COURSE?
• In
U.S. and Canadian education, a course is
a unit of teaching that typically lasts one
academic term, is led by one or more
instructors (teachers or professors), has a
fixed roster of students, and gives each
student a grade and academic credit.
• In the United Kingdom and Australia,
however, the term "course“ refers to the
entire program of studies required to
complete a university degree
HISTORY
ABRAHAM FLEXNER
(1886 – 1959)
In 1908 CME asked Carnegie Foundation for the
Advancement of Teaching to survey American
Medical education
Flexner visited 155 schools in US & Canada and
reported in 1910:
 Many un-standardised US medical schools
 No proper curricula

“an overproduction of uneducated and ill trained


medical practitioners with no regard for public
welfare or interest”
1910: FLEXNER’S
OBSERVATIONS
• Great variability
• Lax admissions standards
• Passive learning, anemic curricula, poor facilities
•Faculty of practitioners
•No accreditation, certification or residency
training

Flexner. Medical Education in the United States and Canada (1910)


IMPACT
Higher admission and graduation standards
Adherence to protocols of mainstream science
60% of American medical schools fell short of the standard and
were closed
It concluded that there were too many medical schools in the US
Faculty should engage in research
Practioner should be scientists
Full time clinical faculty
Medical school hospital clinical ties
Complete redesign of curriculum , training, finances, faculty roles
and compensation of clinical experiences and links between hospital
and schools
CONSEQUENCES
The report created a single model of medical education
“ An education in medicine. “wrote Flexner, “involves both
leaning and learning how; the student cannot effectively know,
unless he knows how”
The physician as a social instrument… whose function is fast
becoming social and preventive, rather than individual and
curative
COMPONENTS OF
CURRICULUM
A curriculum at least should have the following
important component:
1.Content/Topics/Learning objectives; with its
organization (scope and sequencing)
2.Teaching and learning strategies including TT
3.Assessment processes;
4.Evaluation processes.

The process of defining and organizing these


elements into a logical pattern or sequence is known
as curriculum designing.
IDEAL COMPONENTS
 Mission & Vision of an Teaching & learning strategies
institution Assessment plan & process
 Aims & Goals, outcomes/
competencies Sequence of Implementation-
scheduling
 Rationale
Description and allocation of
Educational strategy or a model/
resources
content organization
5 year planner Plan for implementation
Content/ topics/ learning Plan for evaluation
objectives
CURRICULAR TYPES
Subject/ Teacher centered Design
Learner centered Design
Activity Based curriculum
Integrated curriculum
Core curriculum
Spiral curriculum
Societal curriculum
Overt curriculum
Hidden curriculum
Phantom curriculum
ACCORDING TO LEARNING ACCORDING TO CONTENT/
OUTCOMES: PERSPECTIVES:
- Outcome based - Subject/ Discipline based (traditional)
- Competency based - Body system (integrated)
ACCORDING TO ORGANIZATION:
- Life cycles
- Spiral curriculum
- Problem Based
ACCORDING TO EDUCATIONAL
STRATEGY: - Scenario based/ Task based
- Student centered Hidden curriculum
- Teacher centered Taught curriculum
- Community based Learned curriculum
- Systematic Declared curriculum
- Electives driven
- Integrated
CURRICULUM
DEVELOPMENT
• The days are now passed when the teacher produced a

curriculum like a magician produced a rabbit out of hat

• It is now accepted that careful curriculum planning is necessary


if the program of teaching and learning is to be successful.

(Harden, 2001)
The curriculum must be in a form that can be communicated to
those associated with the learning institution, should be open to
critique, and should be able to be readily transformed into practice.

(Curriculum Design, BMJ, 1 Feb. 2003)


CURRICULUM MODELS
10th Century: in Baghdad
13th Century: in Europe
18th Century: in USA
Characteristics:
• Basic science – little use
• Clinical science – more emphasis
• Repetition and memorisation as the
main learning strategy
• Educational format: note-taking and
class-rooms attendance

THE APPRENTICESHIP- • No Relation with higher education


institution
BASED
MODEL
THE DISCIPLINE-
BASED
CURRICULUM
15th Century-today: in UK, later French, Germany

1871-Recent Past : in USA

Characteristics:
• Medical schools in the University

• Discipline specific departments

• Educational strategy: memorisation

• Educational format: classroom lecture and clinical


instruction
• Hypothetico-deductive = scientific reasoning

• Basic science is important as the foundation of clinical


science: two years
INTEGRATED CURRICULUM
(ORGAN OR SYSTEM-BASED)
1850: in UK recommended by GMC
1930s: in US
• Reduced the amount of basic science to only clinically relevant
• Integration of basic and clinical sciences
• Multi-discipline Curriculum Committee
• Department has less control
• 1950s– organ-based system curriculum at Case Western Reserve
Medical School
• Well defined learning objectives
• Educational strategy: Active learning and problem-solving skills
COMPETENCY-BASED
CURRICULUM
•Curriculum defines outcomes for proficient
practice
•Integrative
•Assessment of actual performance – towards
mastery learning
•Criterion-based
OUTCOME-BASED
CURRICULUM
•Decisions about the curriculum are driven by the outcomes the
student should display by the end of the course

•Decisions about content, educational strategies, teaching methods,


assessment procedures depend on learning outcome
OUTCOMES
BASED
CURRICULUM
Defining a curriculum
“backwards”
CURRICULAR MODELS OF
NORTH AMERICA
POST-FLEXNERIAN TRENDS
Outcome based curricula
Curriculum integration
Adoption of adult learning principles
• Self-directed/Problem Based
Learning
Student determination of learning
Move to community-based education
Professionalism
EDUCATIONAL STARTEGY
What are community healthcare needs in Pakistan?
Have community needs been defined at national
level?
Have the national curriculum strategies and
guidelines been defined?
Who is responsible for developing national
curriculum strategies/guidelines?

CURRICULUM DEVELOPMENT IN
PAKISTAN – NATIONAL ISSUES
What is the quality of existing medical curriculum?
Who is responsible for the development,
communication, implementation, monitoring and the
evaluation of medical curriculum?
How is medical curriculum developed,
communicated,
implemented, monitored and evaluated?

CURRICULUM DEVELOPMENT
IN PAKISTAN
THREE LEVELS OF
CURRICULUM PLANNING
& DEVELOPMENT
HARDEN’S 10 STEP APPROACH
1.What are the needs in
2.What content/topic
relation to the product of
should be included?
this training program?

3.What are the 4.How should content be


objectives? organized?

5.What educational
strategies should be
adopted?
6. What teaching 7. How should
methods should be assessment be carried
used? out?

8. How should details of


9. What educational
the curriculum be
environment or climate
communicated?-
should be fostered?
implementation

10. How should the


process be managed?-
Program Evaluation
 Curriculum is a dynamic process that needs a
systematic and stepwise implementation.

 Curriculum should have a built-in feedback system


and it has ample room for ongoing modification and
adjustment

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