Curriculum, components,

development and evaluation

Dr. Farzana Mahdi

Professor
Department of Biochemistry
[email protected]
 Curriculum
Learning Objectives
After this interaction, learner should be able to-
-- Define and explain the concept of curriculum
-- Enumerate curriculum foundations and components
-- Explain the curriculum in his/her own subject area
-- Discuss the importance and need for curriculum
evaluation
 Definition

“Curriculum is a plan of action which

incorporates the learning outcomes to be

attained over a period of time by exposing

the learner to various learning experiences”

 What is a Curriculum?

? A statement of learning objectives

? A statement of learning experiences
? A statement of learning outcomes
? A listing of the subject matter (syllabus)
 WHAT IS CURRICULUM?
Intended aims & Entry Flexibilities
objectives, content, requirements
experiences,
outcomes and Education structure
Assessment
processes of the
educational system
programme Length
Programme
organisation

CURRICULUM

Syllabus content:
Expected methods of
Knowledge, skills,
learning, teaching,
feedback and supervision. attitudes, expertise
to be achieved.
 Curriculum
Latin word means “ Race- course”
What it denotes?
 It denotes

• Path to be followed

• Frame within which it has to be followed

 ? Curriculum
• Provides direction to both teachers as well as
students
• Assists in selection of appropriate learning
resource material
• Helps to adopt appropriate teaching-learning
activities
• Helps in designing appropriate assessment tools
• Ultimately helps designing relevant and efficient
educational programme
Curriculum
Student
What to learn
*Content

How to learn
*Educational strategy
Teaching Learning
tools

Assessment

Educational
Enviornment

Learning
Outcome
Curriculum Development
 Models of curriculum
Development
• The Tyler model
• The Taba Model
• The Saylor and Alexander Model
• The Goodlad Model
• The Hunkins Model
• The Miller and Seller Model
• The Zais Model
 Zais Model
Needs knowledge of –
A – Curriculum foundations
B – Curriculum
components
 Curriculum foundations
Answer of four basic questions give desired
shape to curriculum
• Why a subject is being taught?
• Who is being taught?
• MBBS/BDS
• How a subject will be taught?
• face to face or distance mode
• What is to be achieved
Learning outcome
 Why is anatomy being taught?

Students understand the Students score better in

Inter- relationship of various AIPGME/ state
structures of human body in PGME/ USMLE
better way

Emphasis on basics Emphasis on recent

advances
 Curricular Components
• Educational Objectives
what will the learner be able to do at the end of
instructions.
• Educational Materials
learning resources like books, manuals, models, A - V
aids etc.
• Educational Methods
denote the way the materials will be used e. g. lectures,
practicals, group discussions, self study, field visits etc.
• Evaluation
to certify the attainment of stipulated proficiency; and to
provide a feedback to the learner and the teacher
 Which is correct ?
A B

Objectives Objectives
Materials Assessment planning
Methods Materials
Assessment planning Methods
Assessment Assessment
“Begin with the end in
mind”
 Which is correct ?
A B

Objectives Objectives
Materials Assessment planning
Methods Materials
Assessment planning Methods √
Assessment Assessment
 Curriculum development
• Curriculum planning should be flexible
(example of communication skill)

• Same learning objective could be

achieved by using different teaching
methodology.
Curriculum development
Approaches
Subject Learner Problem
centered centered solving
 Subject centered approach
• Emphasis to complete subject matter
• Number of lectures / number of topics /
number of hours are assigned

(Contemporary MBBS curriculum)

DISCIPLINE BASED
O&G SURG MED PED
FM PATH MICR PHARM CM
ANAT PHYSIO BIO CH.
BIO PHY MATH CHEM COMP G.K.
 Learner centered approach Subj
Lea
Approaches
rner Probl
ect em
cent
cent solvin
ered ere g
d

• Emphasis on fulfilling the needs of learner.

• Students will be active and responsible
participants in their own learning.
• Strengthens student motivation, promotes peer

communication, builds student‐teacher

relationships and promotes active learning.
(Learner’s intent to crack PGME/USMLE/ NEET)
STUDENT DECIDES ON
• Learning objectives
• Course contents
• Methods to be used to achieve
objectives
• Learning resources
• Sequence and pace of learning.
• Time of Assessment

BE LEARNER ORIENTED
 Problem solving approach Subj
Lea
Approaches
rner Probl
ect em
cent
cent solvin
ered ere g
d

• Emphasis on ability of learner to solve a

given problem
• Involves subject as well as learner
centered approach
None of the approaches are
entirely satisfactory
SPICES model of Medical curriculum
(Harden et al 1984)

Modern System Traditional System

Student-centered - Teacher-centered
Problem-based - Information-gathering
Integrated - Discipline-based
Community-based - Hospital-based
Electives - Standard-program

Systematic - Apprenticeship-based

(More the curriculum is on left side, the better it is )

 INEGRATION

HORIZONTOL VERTICAL

SPIRAL
INTEGRATED
Anatomy

Biochemistry
Advantages of Integration
• Reduces fragmentation of medical course.
• Improves education effectiveness of teaching.
• Promotes staff communication and collaboration.

Advantages of subject based

• Omission of topics is avoided.
• Content of discipline is not neglected.
• Less costly.
• Teacher friendly.
• Provides a career choice.
 Curriculum Designs
Student oriented Teacher oriented

Problem Based Information Gathering

Integrated Discipline based

Community Oriented Hospital based

Elective Uniform

Systematic Apprenticeship/ Opportunistic

THE IDEAL MODEL?

Ideal NATIONAL HEALTH POLICY

Curriculum
Ideal NATIONAL HEALTH POLICY
STATE HEALTH POLICY
Curriculum
Ideal NATIONAL HEALTH POLICY
STATE HEALTH POLICY
Curriculum
UNIVERSITY GOALS
Ideal NATIONAL HEALTH POLICY
STATE HEALTH POLICY
Curriculum
UNIVERSITY GOALS

Curriculum Goals

Department Goals

Objectives - Assessments
& Teaching Strategies
Ideal NATIONAL HEALTH POLICY
STATE HEALTH POLICY
Curriculum
UNIVERSITY GOALS
Curriculum Goals

Department Goals

Objectives - Assessments
& Teaching Strategies

D1 D2 D3 D4 D5 D6 Dn

Assignments
Present ST
AT LICY
E PO
situation UNIV.
HAELT
GOAL
HE AL
H

A L TH
of medical NA
N
TIO PO
LI
Curriculum CY
education
Goals
Department Goals

Objectives - Assessments
& Teaching Strategies

D1 D2 D3 D4 D5 D6 Dn

Assignments
Curricular determinants
National health objectives

Institutional Objectives
Departmental Objectives

Subject Content

Learning experiences

Assessment plan
Curriculum Development:
A Six Step Approach

David E Kern
 Contents
• Step 1 Problem Identification and General
Needs Assessment
• Step 2 Targeted Needs Assessment
• Step 3 Goals and Objectives
• Step 4 Educational Strategies
• Step 5 Implementation
• Step 6 Evaluation and Feedback
CURRICULUM IS TOO IMPORTANT
NOT TO BE EVALUATED
WHAT CAN EVALUATION ADDRESS?
intentions vs achievement: curriculum in practice

outcomes & effects structure

content
relevance
teaching EVALUATION
process
learning

cost-benefit professional induction

the unexpected qualities of graduates

But almost never, cause and effect

THE EVALUATION SYSTEM

PURPOSE OUTCOME

METHOD

CONTEXT Decision

Communication

Curriculum change & development

 APPROACH
• There is no one ‘correct’ approach

• Your evaluation MUST be based on your defined

objectives.

Remember:
Evaluation is part of a
change management
process for curriculum
renewal
"Curriculum is in the air. No matter
what the problem in medical education,
curriculum is looked to as the solution“

R M Harden