A Thesis Paper Abt Curriculum

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Curriculum design and development
Author:
Judy McKimm MBA, MA (Ed), BA (Hons), Cert Ed, ILTM
Head of Curriculum Development, School of Medicine
Imperial College Centre for Educational Development
This paper was first written in 2003 as part of a project led by the London Deanery to provide a web-based learning resource to support the educational development for clinical teachers. It was revised by Judy McKimm in 2007 with the introduction of the Deanery’s new web-based learning package for clinical teachers. Each of the papers provides a summary and background reading on a core topic in clinical education. Aims

This paper:
• Provides an overview of the main concepts involved in course design and planning • Raises awareness of factors which contribute to effective learning • Enables you to incorporate educational theory into everyday practice

Learning outcomes
After studying this paper, you will be able to:
• Describe approaches to curriculum development and design • Plan a course or session using an outcome based approach • Write learning objectives/outcomes which communicate the intended learning to students and others • Recognize factors which contribute to effective teaching and learning in your own practice • Outline implications of curriculum change

• Select appropriate strategies in changing a curriculum for your profession • Make a more effective contribution towards curriculum design

Content
• Introduction
• Curriculum development – an introduction
• Course design and planning – the broad context
• Curriculum development – strategies and models
- strategies of curriculum development
- objectives model
- process model
- models of curriculum development
• The elements of the curriculum:
- aims and learning outcomes
- content
- teaching and learning methods
- assessment
- learning resources
• Implementing the curriculum
• Monitoring and evaluating the curriculum

• References
• Further reading

Introduction
This paper is designed to provide clinical teachers with some of the background theory relating to curriculum design and course development, highlighting some of the main approaches and recent trends in medical and healthcare education. This paper is designed to be studied alongside Teaching and Learning in the clinical context. As with most activities in education, curriculum development is not carried out in isolation from other activities, but is part of an iterative planning, development, implementation and review cycle. It should be noted that the term can be used to describe development at different levels: large-scale curricular reform (eg. the national review of undergraduate medical education which was carried out by all UK medical schools between 1993 – 1996 or the introduction of the Foundation curriculum), modification of existing programmes or making simple changes to one’s own lessons. However, the same principles apply in a range of contexts and to both large and small-scale activities. Some forms of educational development include curriculum development although usually educational development refers to any kind of development activity in an educational context. Curriculum development – an introduction

The word curriculum derives from the Latin currere meaning ‘to run’. This implies that one of the functions of a curriculum is to provide a template or design which enables learning to take place. Curricula usually define the learning that is expected to take place during a course or programmed of study in terms of knowledge, skills and attitudes, they should specify the main teaching, learning and assessment methods and provide an indication of the learning resources required to support the effective delivery of the course. A curriculum is more than a syllabus. A syllabus describes the content of a programmed and can be seen as one part of a curriculum. Most curricula are not developed from scratch and all operate within...
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