1 / 30

Designing a successful curriculum responding to community orientation

Designing a successful curriculum responding to community orientation. Professor Justin Allen. Aims for this session. To consider the theoretical framework around curriculum construction To gain an understanding of the terminology and language of curriculum construction

weylin
Télécharger la présentation

Designing a successful curriculum responding to community orientation

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Designing a successful curriculum responding to community orientation Professor Justin Allen Bled Course 2006

  2. Aims for this session • To consider the theoretical framework around curriculum construction • To gain an understanding of the terminology and language of curriculum construction • To discuss and reflect on applying this to the teaching of community orientation Bled Course 2006

  3. What is a curriculum? Bled Course 2006

  4. What is a curriculum? • "an attempt to communicate the essential features and principles of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice. " Stenhouse 1975 An introduction to curriculum research and development. London Bled Course 2006

  5. What is a curriculum? • Always political • Sometimes educational • Should be useful to the learners • Should be useful to the teachers Bled Course 2006

  6. Some other words • Syllabus • Learning / teaching plan • Timetable Bled Course 2006

  7. Syllabus • “Concise statement of the main subjects of a course of teaching, lecture.” Oxford Dictionary = content Bled Course 2006

  8. Learning / teaching plan • A personalised plan of teaching or learning to meet a defined learning need. • A personalised plan of teaching or learning to meet a defined learning need Bled Course 2006

  9. Teaching plan for a module • List of aims • Content list and timetable • Description of methods used • Pre-course work • Resources • Equipment • Bibliography • Handouts • Assessment / Evaluation Bled Course 2006

  10. Timetable • When the buses will run Bled Course 2006

  11. A journey of learning which has • Rationale • Content • Outcomes • Strategies • Resources • Assessment • Evaluative processes RCGP 2006 Bled Course 2006

  12. www.rcgp.org.uk Bled Course 2006

  13. A journey of learning which has • Rationale - why • Content - what • Outcomes – what is the product • Strategies – how, when, where • Resources – who, with what • Assessment – how do you know • Evaluative processes – was it useful RCGP 2006 Bled Course 2006

  14. Rationale Outcomes Strategies Assessment Resources

  15. Rationale Outcomes Strategies Assessment Resources

  16. Evaluation Rationale Outcomes Resources Strategies Assessment

  17. Community Orientation Rationale Bled Course 2006

  18. Community Orientation Outcomes Bled Course 2006

  19. Community Orientation – outcomes (1) “Includes the ability: - to reconcile the health needs of individual patients and the health needs of the community in which they live in balance with available resources.” Bled Course 2006

  20. Community Orientation – outcomes (2) 9 learning objectives This will require: 5.1.1-Understanding the health needs of the communities through epidemiological characteristics of the population; 5.1.2-Understanding the interrelationships between health and social care; 5.1.3-Understanding the impact of poverty, ethnicity and local epidemiology on health; 5.1.4-Awareness of inequalities in health care; Bled Course 2006

  21. Community Orientation – outcomes (3) 5.1.5-Understanding the structure of the health care system and its economical limitations; 5.1.6-Working with the other professionals involved in community policy related to health and to understand their roles; 5.1.7-Understanding the importance of practice and community based information in the quality assurance of his/her practice; 5.1.8-Understanding how health care system can be used by the patient and the doctor(referral procedure, co-payments, sick leave, legal issues etc.) in their own context; 5.1.9-To reconcile the needs of individuals with the needs of the community in which they live. Bled Course 2006

  22. Community Orientation Strategies Bled Course 2006

  23. Community Orientation Resources Bled Course 2006

  24. Community Orientation Assessment Bled Course 2006

  25. Group work • Overview of a curriculum for Community Orientation – choose BME, specialty training or CPD. • Teaching plan for practice based teaching session – one-to-one. No plenary – poster of key points – one flip chart sheet only. Bled Course 2006

  26. Bled Course 2006

More Related