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Principles of Systematic Course DesignPrinciples of Systematic Course Design
Trevor Gibbs
Analysing Learning Outcomes
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
• outcomes / objectives
• competencies
How can we involve them in the learning process
• adult learning
Traditional forward planning :Traditional forward planning :
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
The emphasis is on the product:
• What sort of graduate do we want / need ?
• What are the component parts ?
• How do we develop & achieve them ?
“ “ A curriculum is a set of objectives, contents A curriculum is a set of objectives, contents
and methods and methods held togetherheld together by a process by a process
to produce a product ”to produce a 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
“ To produce a confident and competent intern,
able to deliver appropriate care to the
presenting patient ”
“ All graduating
students must be
able to effectively
manage common
conditions seen as
a 1st Year Intern ”
“ To effectively 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 ”
• Microbiology of various community-acquired infections
• Basic morphology / characteristics
• Virus / bacteria / fungal infections
• Appropriate antibiotic usage
• Basic pharmacology, kinetics, therapeutics
• Antibiotics, types, mode of action, resistance
• Clinical skills
• Communication skills
Outcome
Time
Objectives
Time
Subjects /Topics
Time
Subjects /Topics
Vertical integration
physiology
pharmacology
therapeutics
clinical
Time
Subjects /Topics
Horizontal integration
anatomy
histology
physiology
biochemistry
Time
Subjects /Topics
Learning activities with purpose
=
Contextual Learning
Time
Subjects /Topics
The Spiral Curriculum
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
All graduates must be able to effectively manage hypertension in patients of all ages
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
All graduates must be able to effectively manage hypertension in an adult
All graduating students must be competent at
measuring the blood pressure in an adult and
correctly interpreting the findings
GROUP 1
All graduates must be able to effectively manage hypertension in an adult
All graduating students must be competent in
prescribing the appropriate medication for an adult
with hypertension
GROUP 2
All graduates must be able to effectively manage hypertension in an adult
All graduating students must be competent in the
investigation of an adult with hypertension
GROUP 3
All graduates must be able to effectively manage hypertension in an adult
All graduating students must be competent at
providing life-style advice to an adult with
hypertension
GROUP 4
All graduates must be able to effectively manage hypertension in an adult
• What does that Learning Outcome mean ?
• What are its separate components ?
• What are its component objectives ?
• Where and how do these objectives fit into the
curriculum ?
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