Guidelines Curriculum Planning

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


• TEACHING-LEARNING ACTIVITIES TEACHING-LEARNING ACTIVITIES

• ORGANIZATION OF ROTATIONS ORGANIZATION OF ROTATIONS

• EVALUATION OF RESIDENTS EVALUATION OF RESIDENTS

• RESOURCES RESOURCES


• 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


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!

Documents

Guidelines Curriculum Planning