Principles of Curriculum Design and Evaluation
| Module title | Principles of Curriculum Design and Evaluation |
|---|---|
| Module code | HPDM109 |
| Academic year | 2024/5 |
| Credits | 15 |
| Module staff | Dr Kerry Gilbert (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 6 |
| Number students taking module (anticipated) | 20 |
|---|
Module description
The principles of curriculum design and evaluation can be applied to many different contexts - from single teaching sessions to one day events and/or course programmes. In this module, you will learn about the concept of ‘curriculum’ and extend your knowledge on how curriculum trends, quality assurance and quality enhancement are involved when designing a curriculum. This will include addressing the concepts such as formal, informal and hidden curriculum together with the educational environment in which the curriculum is delivered. This builds on the content and learning from the Postgraduate Certificate. You will consider the views of a variety of stakeholders and discuss their sometimes-contrasting needs with regard to course structure, administration and outcomes.
Module aims - intentions of the module
As clinical educators, it is important to understand the principles of curriculum design that underpin our teaching programmes. This module will equip you with the knowledge and skills that are required to design curricula of any duration and also evaluate your teaching and learning in a clinical setting. As with other modules, there is an emphasis on developing both in-depth knowledge and practical experience.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Apply theoretical concepts and frameworks to specific educational programmes within the individuals own working environment.
- 2. To be able to critically analyse the key theories that underlie and inform curriculum design and methods of evaluation used in the clinical setting.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Review approaches to curriculum design and course evaluation in healthcare educational settings and practice.
- 4. Apply evaluation techniques to a clinical educational programme with the aim of identifying improvements in evaluation strategy.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 5. Develop a critical, analytical and reflective stance towards curriculum design and evaluation in ones own professional practice.
- 6. Demonstrate the ability to present in front a large group using a range of appropriate technologies
Syllabus plan
Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:
• The concept of curriculum including concepts such as formal, informal, hidden curriculum.
• Educational environment and climate.
• Needs analysis (planning, data management and utilisation).
• Curriculum design, objectives versus learning outcomes and constructive alignment.
• Instructional design.
• The flipped classroom.
• Principles of evaluation.
• Evaluation models, frameworks and methods.
• Quality assurance processes.
• Stakeholder involvement.
• Face-to-face scheduled lectures may be replaced by short pre-recorded videos for each topic (15-20 minutes) and/or brief overview lectures delivered via MS Teams/Zoom, with learning consolidated by self-directed learning resources and ELE activities.
• Small-group discussion in tutorials and seminars may be replaced by synchronous group discussion on Teams/ Zoom; or asynchronous online discussion, for example via Yammer or ELE Discussion board.
• Workshops involving face-to-face classroom teaching may be replaced by synchronous sessions on Teams/Zoom; or Asynchronous workshop activities supported with discussion forum.
• Skills workshops involving practical skills acquisition demonstrations may be replaced by short pre-recorded videos as pre-learning; or workshop via Teams/Zoom.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 12 | 138 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled learning and teaching activities. | 6 | Delivered over one full contact day, split into interactive student seminar sessions, including both lecture and workshop-oriented activities. |
| Scheduled Learning & Teaching activities | 3 | 4-hour practical designing and delivering a teaching session |
| Scheduled Learning & Teaching | 3 | Facilitated small group sessions with student presentations |
| Guided independent study | 38 | Online pre-course preparation, formative assessment and preparation of teaching material |
| Guided independent study | 100 | Post- course assignment preparation |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Pre-course online preparation | 34 hours | 1-5 | Online feedback |
| Analysis of learning needs (contributes to portfolio of practice) | 1 hour | 1-5 | Tutor Oral |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Oral presentation | 40 | 15 minutes + 5 min questions | 1-6 | Written |
| Critical reflection on co-production of the curriculum you presented. | 60 | 1000-word | 1-5 | Written |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Oral presentation (40%) | Essay (1000-words) - Design and brief analysis of a mini-curriculum based on an area of teaching practice. | 1-6 | Typically within six weeks of the result |
| Critical reflection on co-production of the curriculum you presented. (60%) | Critical analysis of curriculum design and evaluation methods (1000 words). | 1-5 | Typically within six weeks of the result |
Re-assessment notes
In the event of being referred in the module, you will be required to write an essay in place of the original assessment for which you have been referred. This will be worth the same % tariff of the module mark as for the initial assessment. If you are referred for both module assessments this will mean completing two essays on different aspects of the course.
Please also refer to the TQA section on Referral/Deferral: http://as.exeter.ac.uk/academic-policy-standards/tqa-manual/aph/consequenceoffailure/
Indicative learning resources - Basic reading
Introduction to the general principles of teaching and learning
• Teaching in Further Education: An Outline of Principles and Practices by Curzon and Tummons (Bloomsbury). An excellent introduction to the principles of teaching and learning for all professionals.
• Teaching, training and learning; a practical guide by Reece and Walker (Business Education Publishers Limited). Now out of print, but the 4 th edition (2000) available on online book retailers very cheaply. Remains probably the best practical introduction to teaching.
Application of teaching and learning to clinical professions:
• ABC of Learning and Teaching in Medicine by Peter Cantillon and Dianna Wood. (BMJ Publishing). A good basic introduction.
• Understanding Medical Education; Evidence Theory and Practice. Edited by Tim Swanwick. (Wiley-Blackwell). An excellent more detailed account with good references to further work. Each chapter is written by leaders in their fields.
These books constitute the core textbooks for this course.
Indicative learning resources - Web based and electronic resources
Frye, A.W. &Hemmer,P.A . (2012). Program evaluation models and related theories: AMEE Guide No. 67. Medical Teacher. 34:5 pp: e288-e299.
Goldman, E., Swayze, S., Swinehart, S., Schroth, S. (2012). Effecting Curricular Change Through Comprehensive Course Assessment: Using Structure and Process to Change Outcomes Academic Medicine. 87(3):300-307.
Grant, J. (2002). Learning needs assessment: assessing the need. British Medical Journal, 324(7330), 156-159.
Harden, R. (2002). Learning outcomes and instructional objectives: is there a difference? Medical Teacher, 21(2), 151-155.
Irby, D., Cooke, M., & O'Brien, B. (2010). Calls for Reform of Medical Education by the Carnegie Foundation for the Advancement of Teaching: 1910 and 2010. Academic Medicine, 9(2), 220-227.
Patton MQ. (2012). Essentials of utilization-focused evaluation. Newbury Park: Sage.
Stufflebeam, D.L., Shinkfield, A.J. (2011). Evaluation Theory, Models, & Applications. San Francisco: Jossey-Bass,
Fitzpatrick, J.L., Sanders, J.R., Worthen, B.R. (2010). Program evaluation: alternative approaches and practical guidelines (3 rd ed). Allyn & Bacon.
General Medical Council - www.gmc-uk.org/education/assuring_quality.asp
The Quality Assurance Agency for Higher Education - http://www.qaa.ac.uk/
Indicative learning resources - Other resources
ELE http://vle.exeter.ac.uk/course/search.php?search=HPDM109
Medical School intranet http://medicine.exeter.ac.uk/
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | Yes |
| Origin date | 15/03/2017 |
| Last revision date | 16/12/2022 |
