| Unit name | Curriculum development and course design |
|---|---|
| Unit code | MEEDM0031 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Academic Year (weeks 1 - 52) |
| Unit director | Dr. Fowler |
| Open unit status | Not open |
| Pre-requisites |
Successful completion of the TLHP Certificate |
| Co-requisites |
To be actively engaged in or planning to be engaged in course design. |
| School/department | Teaching and Learning for Health Professionals |
| Faculty | Faculty of Health Sciences |
This unit aims to introduce students to curriculum theory in order to develop their ability to critically apply educational literature and research to designing a course.
This will be of use to those who are already planning and running courses and to those who intend to be involved in curriculum development and designing courses. Courses can be taken to be anything from a one day course to a full curriculum. We will review current curriculum theory and as part of the assessment students will be able to plan or re-plan their own course.
· Explore curriculum theory in order to evaluate curriculum development and course designs.
· Describe a process for course design that includes student needs analysis, student engagement,
constructive alignment and programmatic assessment, taking into account current good practice in
educational design.
· Design a course taking into account and applying a critical review of relevant learning theory and
literature.
· Identify appropriate quality assurance measures to evaluate a course or curriculum.
TEL – online discussion and activities.
Small group activities – discussion, debate, student and teacher presentations. Active and varied learning
on two face to face study days.
Formative assessment will include: reflection on course design, presentation of scoping review,
contribution to group work on study days and online materials.
Summative assessment: Presentation on course design and written reflection on design process,
rationalising approach (3000 word equivalent).
Bleakley, A. (2012) The curriculum is dead! Long live the curriculum! Designing an undergraduate medicine and surgery curriculum for the future Medical Teacher 34(7) 543-7
Frenk, Julio et al. (2010). Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. The Lancet 376(9756): 1923-1958.
Grant, J. (2014) Principles of Curriculum Design in Swanwick, T. (ed) Understanding Medical Education 2nd ed. Chichester, John Wiley (31-46)
Hafferty, F.W., 1998. Beyond curriculum reform: confronting medicine's hidden curriculum. Academic Medicine, 73(4), pp.403-7.
Lueddeke, G, R. (2012) Transforming Medical Education for the 21st Century London, Radcliffe Publishing
Meyer and Land (2003): Threshold Concepts and Troublesome Knowledge: Linkages to Ways of Thinking and Practising within the Disciplines. Occasional Report 4 © ETL Project, Universities of Edinburgh, Coventry and Durham, 2003.
