LECTURES ON U-GIBBS STATES. 1. SRB states and u-Gibbs sates ...
PRINCIPLES OF SYSTEMATIC COURSE DESIGN PROF. TREVOR GIBBS.
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Transcript of PRINCIPLES OF SYSTEMATIC COURSE DESIGN PROF. TREVOR GIBBS.
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PRINCIPLES OF SYSTEMATIC
COURSE DESIGN
PROF. TREVOR GIBBS
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PRINCIPLES OF SYSTEMATIC
COURSE DESIGN
Ignorance in Medical Education
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PRINCIPLES OF SYSTEMATIC
COURSE DESIGN
Defining the terms :
Course - a series of lessons or lectures
Programme - a planned series of events
Syllabus - a statement of topics to be studied in the course.
Curriculum- a statement of intended outcomes, methods & activities
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PRINCIPLES OF SYSTEMATIC
CURRICULUM DESIGN
Defining the terms :
Course - a series of lessons or lectures
Programme - a planned series of events
Syllabus - a statement of topics to be studied in the course.
Curriculum- a statement of intended outcomes, methods & activities
![Page 6: PRINCIPLES OF SYSTEMATIC COURSE DESIGN PROF. TREVOR GIBBS.](https://reader035.fdocuments.us/reader035/viewer/2022062300/56649d565503460f94a348f0/html5/thumbnails/6.jpg)
PRINCIPLES OF SYSTEMATIC
CURRICULUM DESIGN
Defining the terms :
Curriculum on paper - statement of purpose, aims, content, experiences, materials etc
Curriculum in action - the way in which the curriculum on paper is put into practice
Hidden curriculum - the behaviours, knowledge and performances achieved because of above, expected but not always expressed
Planned – Received – Formal - Informal
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PRINCIPLES OF SYSTEMATIC
CURRICULUM DESIGN
Defining the terms :
Aim – a brief statement setting out the general intention
Goal – what you hope to achieve
Objective – a specific statement of intention
Learning outcome – what the student will be able to do and to what level after an educational activity
Learning objectives – specific activity
Competency – the quality of being adequately or well qualified
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PRINCIPLES OF SYSTEMATIC
CURRICULUM DESIGN
• Learning is changing behaviour ( deep & emotional )• Intrinsic experience activated by the learner (active & unique)• Discovery of personal learning and relevant ideas (individual
meaning)• Consequence of experience ( based on prior knowledge h
owever small & inconsequential )• Non-threatening ( empowering the student )• Ability to assess against each other and progress ( feedback )• New knowledge based upon old, active contribution• Cooperative and collaborative• Reason, contextualised, purpose
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PRINCIPLES OF SYSTEMATIC
CURRICULUM DESIGN
Reduce factual information
Learn through curiosity
Core plus options
Communication skills
Clinical skills
Increase community involvement
Systems based
Assessment for understanding, not recall
Appropriate attitudes
General Medical Council: Tomorrow’s Doctors 1993/2003 / 2009
The New Doctor 1997
Good Medical Practice 2006
The Scottish Doctor 2000/2003/2007
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PRINCIPLES OF SYSTEMATIC
CURRICULUM DESIGN
Forward Planning a Curriculum
“ I want to put on a course about … I think we need a course on…contraception…hypertension..laparoscopy… etc etc .! ”
Teacher –centredTeacher –centred
& left to serendipity& left to serendipity
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PRINCIPLES OF SYSTEMATIC
CURRICULUM DESIGN
“ If you are not sure where
you are going, you will
either not get there or end
up somewhere else and not
even know it !! ”
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PRINCIPLES OF SYSTEMATIC
CURRICULUM DESIGN
Our aim is to produce a confident, competent doctor for the 21st Century
Our goal is to develop a safe / competent obstetrician neurologist….etc
Backward planning a curriculum
Student-centred & Student-centred & structuredstructured
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PRINCIPLES OF SYSTEMATIC
CURRICULUM DESIGN
Aim: Our aim is to produce a confident, competent doctor for the 21st Century
Objectives: Qualities of a confident & competent doctor
Learning outcomes: What the doctor must be able to do
Manage: “ Must be able to manage an acute abdomen ”
=
Domains of Learning & Hierarchy of Learning
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PRINCIPLES OF SYSTEMATIC
CURRICULUM DESIGN
Domains of Learning
Cognitive = knowledge
Psycho-motor = clinical skills
Affective = attitudes, values, beliefs & behaviours
( professionalism)
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PRINCIPLES OF SYSTEMATIC
CURRICULUM DESIGN
Hierarchy of Learning
BLOOM’S TAXONOMIES : - COGNITION: ( recall, understand, apply, analyse,
synthesise, evaluate)
PSYCHOMOTOR: ( imitate, manipulation, develop precision, articulate,
become expert) AFFECTIVE: ( receive, respond, value, organise,
adopt appropriate behaviour)
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PRINCIPLES OF SYSTEMATIC
CURRICULUM DESIGN
MILLER’S PYRAMIDDOES
KNOWS
KNOWS HOW
SHOWS HOW
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PRINCIPLES OF SYSTEMATIC
CURRICULUM DESIGN
Aim: Our aim is to produce a confident, competent doctor for the 21st Century
Objectives: Qualities of a confident & competent doctor
Learning outcomes: What the doctor must be able to do
Manage: “ Must be able to manage an acute abdomen ”
=
Domains of Learning & Hierarchy of Learning
![Page 18: PRINCIPLES OF SYSTEMATIC COURSE DESIGN PROF. TREVOR GIBBS.](https://reader035.fdocuments.us/reader035/viewer/2022062300/56649d565503460f94a348f0/html5/thumbnails/18.jpg)
PRINCIPLES OF SYSTEMATIC
CURRICULUM DESIGN
WHEN: At what point are students expected to learn : building upon past learning
Spiral Curriculum
METHODS: What methods are used to facilitate learning: appropriate methods
ASSESSMENT: How do you know when students have reached expected level of competency: appropriate methods
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PRINCIPLES OF SYSTEMATIC
CURRICULUM DESIGN
CURRICULUM MAP CURRICULUM MAP
CURRICULUM BLUEPRINTCURRICULUM BLUEPRINT
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THANKYOU FOR LISTENING
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PRINCIPLES OF SYSTEMATIC
CURRICULUM DESIGN
Small Group activity 2:
• Within the group, choose a subject area that suits all or most of the group
• Decide upon a competency within that subject area and the learning outcome
• Define the learning objectives within that competency:
remember Hierarchy and Domains of Learning