Principles of Systematic Course Design Trevor Gibbs.
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Transcript of Principles of Systematic Course Design Trevor Gibbs.
Principles of Systematic Course DesignPrinciples of Systematic Course Design
Trevor Gibbs
TeachingTeaching
-- One –way
-- Passive
-- Teacher-centred
-- Teacher-led
“ I will decide what the students need to know !”
Teacher-centred
LearningLearning
-- Two-way
-- Active
-- Student-centred
-- Student-led
What is it the students need to know ?
How can we involve them in the learning process ?
Traditional forward planning of a Course:Traditional forward planning of a Course:
Where will this road take us ?Where will this road take us ?
“ If you are not sure where you
are going, you will either not get
there or you will end up
somewhere else
and not even
know it !! ”
Outcomes-basedOutcomes-based
EducationEducation
Outcomes-based Education:Outcomes-based Education:The emphasis is on the product:
• What sort of Doctor / Professional do we want to produce ?
• What are the component parts of that Professional ?
• How do we develop them ?
How do we develop them ?How do we develop them ?
--- through a Curriculum
“ “ A curriculum is a set of objectives, contents and A curriculum is a set of objectives, contents and
methods methods held togetherheld together by a process to produce a by a process to produce a
product ”product ”
• WHAT will they learn ?
• WHEN will they learn ?
• HOW will they learn ?
• WHERE will they learn ?
• WHY are they learning ?
• HOW do we know they have learned ?
• WHO organises the activities?
• etc
.
Teaching methods Outcomes
Assessment
methods
Learning
opportunities
.
Anatomy Clinical skills / Clinical learning
Staff development Student mentoring
“ To produce a confident and competent Foundation Doctor, able to deliver high quality healthcare in the National Health Service system of the UK ”
“ All graduating
students must be
able to effectively
manage common
conditions seen as
a Foundation
Doctor / 1st Year
Intern ”
“ To manage the common respiratory conditions referred from
the Community ”
“ To interpret a
chest X-ray and
correlate with
the clinical
findings of a
patient with
respiratory
symptoms ”
“ To describe the anatomical markings of a normal chest X-ray ”
Time
Subjects /Topics
Time
Subjects /Topics
The Spiral Curriculum
Time
Subjects /Topics
Vertical integration
physiology
pharmacology
therapeutics
clinical
Time
Subjects /Topics
Horizontal integration
anatomy
histology
physiology
biochemistry
Time
Subjects /Topics
Real-life learning in real-life environment with purpose
=
Contextual Learning
Domains of Learning:Domains of Learning:Cognitive
Psychomotor Affective /
attitudinal
Hierarchies of Learning:Hierarchies of Learning:recall understand apply analyse synthesise
evaluate
imitate
manipulation
develop precision articulate become expert achieve mastery
receive respond / understand value / evaluate organise adopt behaviour ineveryday actions
.
DOES
KNOWS
KNOWS HOW
SHOWS HOW
ACTION
PERFORMANCE
COMPETENCY
KNOWLEDGE
MILLER’S PYRAMID
Mastery
In your groups:In your groups:
From one terminal objective ( competency ) –
All students will be able to:-
a) Effectively manage hypertension in patients of all age groups
b) Provide quality contraceptive advice to patients of either sex and of all ages
c) Effectively manage patients with diabetes mellitus
d) Rationally prescribe for patients with common respiratory infections
In your groups:In your groups:
a) Build up a series of learning objectives to reach that competency
b) Consider at which point in the curriculum they will be achieved
c) Review the possible methods of learning students could use