2 Curriculum Development and Design
Chapter 2
Chapter 2
Curriculum Development and Design
11
Curriculum Development and Design
Sue Baptiste, Patricia Solomon
2
Contents
The Pedagogical Framework: Problem-based Learning
. . 12
Approaching the Task of Curriculum Renewal . . . . . . . 13 Where to Begin? . . . . . . . . . . . . . . . . . . . . . . . 14 Designing Our New Programs . . . . . . . . . . . . . . . . 16
Redevelopment Within a Problem-based Learning Culture . . . . . . . . . . . . . . . . . . . . . . . . 18 Integration of Experiential Practice Preparation Within a Problem-based Learning Framework . . . . . . . 18 Evaluation Within a Graduate Problem-based Learning Framework . . . . . . . . . . . . . . . . . . . . . 19 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 References . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
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Sue Baptiste, Patricia Solomon
2
A historical overview of the physiotherapy and occupational therapy programs at McMaster University will assist in providing a context for the discussions within this chapter. During the late 1960s and early 1970s, programs in both physiotherapy and occupational therapy were established at Mohawk College in Hamilton, Ontario. These programs arose from the thinking of a group of pioneers who believed that the educational approach that had been developed by medical education innovators at McMaster University was also most relevant for the preparation of occupational therapists and physiotherapists. Consequently, a group of educators from both institutions, Mohawk College and McMaster University, combined their skills and created a vision that became the diploma programs in occupational therapy and physiotherapy. This approach was problem-based learning, and was used as the foundation for both programs from their inception to the present day, across three different iterations of curriculum. One of the key innovations to the way in which the college programs were taught was
Chapter 2
Curriculum Development and Design
11
Curriculum Development and Design
Sue Baptiste, Patricia Solomon
2
Contents
The Pedagogical Framework: Problem-based Learning
. . 12
Approaching the Task of Curriculum Renewal . . . . . . . 13 Where to Begin? . . . . . . . . . . . . . . . . . . . . . . . 14 Designing Our New Programs . . . . . . . . . . . . . . . . 16
Redevelopment Within a Problem-based Learning Culture . . . . . . . . . . . . . . . . . . . . . . . . 18 Integration of Experiential Practice Preparation Within a Problem-based Learning Framework . . . . . . . 18 Evaluation Within a Graduate Problem-based Learning Framework . . . . . . . . . . . . . . . . . . . . . 19 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 References . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
12
Sue Baptiste, Patricia Solomon
2
A historical overview of the physiotherapy and occupational therapy programs at McMaster University will assist in providing a context for the discussions within this chapter. During the late 1960s and early 1970s, programs in both physiotherapy and occupational therapy were established at Mohawk College in Hamilton, Ontario. These programs arose from the thinking of a group of pioneers who believed that the educational approach that had been developed by medical education innovators at McMaster University was also most relevant for the preparation of occupational therapists and physiotherapists. Consequently, a group of educators from both institutions, Mohawk College and McMaster University, combined their skills and created a vision that became the diploma programs in occupational therapy and physiotherapy. This approach was problem-based learning, and was used as the foundation for both programs from their inception to the present day, across three different iterations of curriculum. One of the key innovations to the way in which the college programs were taught was
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