1. The Process ofCurriculum Development 2009

2. Curriculum Development Process • Define the elements of curriculum; • Demonstrate an understanding of the relationships among the elements of curriculum; • Apply curriculum development processes to the various levels of the curriculum; • Identify influences on the curriculum development process; • Identify strategies for managing curriculum change; • Utilise various approaches to curriculum evaluation.

3. Elements of Curriculum Development • Objectives, outcomes or statements of intent • Content statements • Teaching and learning activities (Does learning drive assessment? / Does assessment drive learning?) • Assessment methods (New content and new emphases in education require new assessment methods). • Processes for monitoring and evaluation. Change in one element inevitably leads to change in the others.

4. Curriculum development: A global and conceptual understanding • Curriculum development is more than just a process of selecting and organising content. • It requires thought to be given to the relationships between the various elements of curriculum • Also requires a global view of the curriculum and how its varying emphases and organisational arrangements determine its ultimate manifestation. • It requires a conceptual rather than a mechanistic view of the curriculum development process.

5. Curriculum development: Ideas and theories from the broader literature • Analyse and aggregate research findings around key directions in the health professional education • Evidence-Based Practice approach of the clinical sciences. • ‘Competency-based’ approach to curriculum organisation in education. Is this suitable for the complex judgments and decision-making that are important components of the education of future health professionals. • Models of the curriculum development process. • Confusion about the exact nature of outcomes and objectives approaches to teaching and learning

6. Curriculum development: Towards a dynamic model • The outcome-based approach is chosen as the starting point • first because of its claim not to be reductionist • second because it focuses on the longer term and significant outcomes. • The majority of graduates are expected to build long and lasting careers in health professions. • This requires a starting point based on a long-term view of the significant, enduring and worthwhile outcomes • These can subsequently be broken down into more specific outcomes for the various components of the course.

7. A dynamic curriculum development model: How can we produce such? • Select matching and relevant content for health professional education is a complex activity. • The scope of what is to be included is large and the connections to subsequent stages of education and training are not always clear • The potential for overload should be considered • Ensure curriculum currency and relevance. There is rapid change and expansion of medical knowledge.

8. Driving the match between content and outcomes • Teaching and learning and assessment seen as drivers of the match between content and outcomes. • Selection of teaching and learning methods should ensure that they facilitate the match between content and outcomes. • As student competence and confidence grows real patient contact in clinical settings should drive the progressive attainment of outcomes planned towards the required clinical competence at the end of the programme.

9. Situational Model of Curriculum Development • Reynolds and Skilbeck (1976) - among the first curriculum writers to recognise the importance of context in the curriculum development process. • ‘Situational Model’ emphasises the importance of a thorough consideration of relevant external and internal factors. • External: The influence of national and local contexts, e.g. governments all over the world addressing workforce shortages through the outcomes of health professional education programmes. • Internal context is important too. Budget, resources, facilities, staff and students all have an impact on the curriculum development process

10. References • David Prideaux, 2007. Curriculum development in medical education: From acronyms to dynamism. Department of Medical Education, School of Medicine, Flinders University, Adelaide, Australia. Available online 15 February 2007.David.Prideaux@flinders.edu.au • Reynolds & Skilbeck (1976) J. Reynolds and M. Skilbeck, Culture in the classroom, Open Books, London (1976). Cited in Prideaux (2007).