Document Actions
Further information
This module was written by Judy Mckimm, Senior Lecturer (Interprofessional Education), Faculty of Medical and Health Sciences, University of Auckland; Visiting Professor of Healthcare Education and Leadership, University of Bedfordshire and Honorary Professor in Medical Education, Swansea University. The module relates to areas 1, 3 and 5 of the Professional Development Framework for Supervisors in the London Deanery.
Teachers’ toolkit
Curriculum development proforma
Steps in curriculum development
References
Biggs, J (1996)Enhancing learning through constructive alignment, Higher Education, 32, 347-364
Bloom BS (ed.) (1956) Taxonomy of Educational Objectives: the classification of educational goals. Susan Fauer Company.
General Medical Council (2003) Tomorrow’s Doctors. www.gmc-uk.org/education/undergraduate/undergraduate_policy/tomorrows_doctors.asp (accessed 10 September 2007).
General Medical Council (2004) Good Medical Practice. www.gmc-uk.org/guidance/good_medical_practice/GMC_GMP.pdf (accessed 10 September 2007).
Grant J (2007) Principles of Curriculum Design. Association for the Study of Medical Education, Edinburgh.
Grundy S (1987) Curriculum: product or praxis? Falmer Press, Lewes.
Harden RM (2002) Learning outcomes and instructional objectives: is there a difference? Medical Teacher. 24: 151–5.
Hussey,T and Smith, P (2008) Learning outcomes: a conceptual analysis, Teaching in Higher Education, 13(1), 107-115
Hill F (2007) Feedback to enhance student learning: facilitating interactive feedback on clinical skills. International Journal of Clinical Skills. 1: 21–4.
Kolb DA (1984) Experiential Learning: experience as the source of learning and development. Prentice Hall, Englewood-Cliffs, NJ
Miller G (ed.) (1961) Teaching and Learning in Medical School. Harvard University Press, Cambridge, MA.
Norcini J (2007) Workplace-based Assessment in Clinical Training. Association for the Study of Medical Education, Edinburgh.
PMETB and GMC (2006) Standards for training for the Foundation Programme. www.gmc-uk.org/education/documents/Standards_for_Training_270307.pdf (accessed 10 September 2007).
Proctor B (2001) Training for supervision attitude, skills and intention. In: Cutcliffe J, Butterworth T and Proctor B (eds) Fundamental Themes in Clinical Supervision. Routledge, London.
Quality Assurance Agency for Higher Education (2002) Subject benchmark statement for Academic Standards in Medicine. www.qaa.ac.uk/academicinfrastructure/benchmark/honours/medicine.asp (accessed 12 September 2007).
Quality Assurance Agency for Higher Education (2001) Frameworks for higher education qualifications in England, Wales and Northern Ireland. www.qaa.ac.uk/academicinfrastructure/FHEQ/default.asp (accessed 12 September 2007).
Sadler DR (1989) Formative assessment and the design of instructional systems. Instructional Science. 18: 119–44.
Spencer J (2003) ABC of learning and teaching in medicine: learning and teaching in the clinical environment. British Medical Journal. 326: 591–4. http://tinyurl.com/2po6xx (accessed 23 July 2007)
Stenhouse L (1975) An Introduction to Curriculum Research and Development. Heineman, London.
Further reading
General
Anderson LW et al. (eds) (2001) A Taxonomy for Learning, Teaching, and Assessing: a revision of Bloom's Taxonomy of Educational Objectives. Addison Wesley Longman, New York.
Learning outcomes in medical education
AMEE (1999) AMEE Education Guide No 14: Outcome based education. Dundee, Association for Medical Education in Europe
Professional development in medical education
Evans A, Ali S, Singleton C, Nolan P and Bahrami J (2002) The effectiveness of personal education plans in continuing professional development: an evaluation. Medical Teacher. 24: 79–84.
Launer J (2006) Supervision, Mentoring and Coaching: one-to-one learning encounters in medical education. Association for the Study of Medical Education, Edinburgh.
Newman P and Peile E (2002) Valuing learners’ experience and supporting further growth: educational models to help experienced adult learners in medicine. British Medical Journal. 325: 200–2.
Course glossary
- Aim
- An aim in educational terms, is a brief statement of intent, indicating the scope and range of intended learning outcomes that the educational episode has been structured to address.
- Appraisal
- A positive and ongoing process to provide feedback on performance, review progress and plan action. The appraisal interview or discussion is a key part of the process where strengths and areas for improvement are summarized and agreed and a formal development plan is made.
- Assessment
- Assessment is the term used to indicate an appraisal of students' performance. Typical formal assessments in medicine include written examinations, Multiple choice questionnaires (MCQ), observations of clinical or communication skills, Objective Structured Clinical Examinations (OSCEs) and Multi-Source Feedback (MSF). Assessments may be summative (where the marks gained contribute to a formal grade or award) or formative (where the focus is on providing feedback for ongoing development).
- Class
- Class refers to hierarchical differences between individuals or groups in societies or cultures . Factors that determine class may vary widely from one society to another. However, economic disadvantage and barriers to access servces are major issues within class discrimination.
- Competences
- Competences are similar to objectives and outcomes in that they provide a means of specifying and detailing practical skills in relation to the ultimate intended performance that the competences underpin (Grant, 2007, p 21). The use of competences has been widespread in practical vocational subjects such as healthcare, management and engineering. Competence based curricula can be used as a basis for learning and teaching, for assessment and to help ensure professional accountability. Programmes for professions such as medicine usually include specific practical competences and the integration of more complex skills, knowledge and behaviours.
- Competencies
- In assessment terms competencies refer to a set of professional abilities that includes elements of knowledge, skill, attitudes and experience.Competencies are similar to objectives and outcomes in that they provide a means of specifying attributes in relation to the ultimate intended performance that the competencies underpin (Grant, 2007, p 21). The use of competencies has been widespread in practical vocational subjects such as healthcare, management and engineering. Competence based curricula can be used as a basis for learning and teaching, for assessment and to help ensure professional accountability. Programmes for professions such as medicine usually include specific practical competences and the integration of more complex skills, knowledge and behaviours.
- Curriculum
- A detailed schedule of the teaching and learning opportunities that will be provided (GMC, 2004)
- Curriculum
- The GMC, 2004 described the curriculum as a detailed schedule of the teaching and learning opportunities that will be provided. A curriculum is a statement of the aims and intended learning outcomes of an educational programme. It states the rationale, content, organization, processes and methods of teaching, learning, assessment, supervision, and feedback.
- Disability
- The definition of disability outlined by the Disability Discrimination Act 1995 covers anyone with an impairment which has a substantial and long-term (at least 12 months) effect on their ability to carry out day-to-day activities such as mobility, speech, hearing or eyesight, memory or ability to concentrate, learning or understand, continence. The definition also includes long-term illnesses such as HIV, cancer and multiple sclerosis, from the point of diagnosis.
- Learning Outcomes
- Learning outcomes are similar to learning objectives in that they specify the intended outcomes of the programme of study. These should be stated in clear and specific terms and should be developed along with a specification of the learning experiences that will allow the outcomes to be achieved.
- Learning objectives
- Grant describes learning objectives as "the specific knowledge, skills and attitudes that the student will display at the end of (a) course" (p20, 2007). The earliest (and very pervasive) objectives models of education were linked to behaviourist theories and 'transmission' models of learning, emphasizing measurable, observable behavioural achievements that can be clearly and rigorously assessed. Later models considered problem solving or expressive outcomes as being more flexible than behavioral objectives.
- Learning outcomes
- Learning outcomes are similar to learning objectives in that they specify the intended outcomes of the programme of study. These should be stated in clear and specific terms and should be developed along with a specification of the learning experiences that will allow the outcomes to be achieved.
- Supervision
- Usually a formal one-to-one relationship, focussed around professional conversations to help the supervisee develop reflective professional practice, learning and skills with the aim of improving patient care.