1. GUIDELINES FOR CURRICULUM PLANNING Jose Y. Cueto Jr., MD, MHPEd Member Board of Medicine

2. Overall Plan CURRICULUM INSTRUCTIONCURRICULUM INSTRUCTION

3. Curriculum: Basic Elements Hilda Taba: “Curriculum Development: Theory and Practice”Hilda Taba: “Curriculum Development: Theory and Practice” 1. Objectives1. Objectives 2. Content2. Content 3. Teaching-learning activities3. Teaching-learning activities 4. Evaluation4. Evaluation

4. Planning a Curriculum GOAL GOAL GENERAL/SPECIFIC OBJECTIVES GENERAL/SPECIFIC OBJECTIVES COMPETENCIES OR ABILITIES COMPETENCIES OR ABILITIES CONTENT OR SUBJECT MATTER CONTENT OR SUBJECT MATTER

5. Planning a Curriculum TEACHING-LEARNING ACTIVITIES TEACHING-LEARNING ACTIVITIES ORGANIZATION OF ROTATIONS ORGANIZATION OF ROTATIONS EVALUATION OF RESIDENTS EVALUATION OF RESIDENTS RESOURCES RESOURCES

6. Planning a Curriculum Instructional Design for Rotations (Oncology, Infectious diseases, etc) Instructional Design for Rotations (Oncology, Infectious diseases, etc) 1. Objectives 2. Content 3. Teaching-learning activities 4. Resources 5. Evaluation

7. Planning a Curriculum Evaluation of Program (by accrediting body) Evaluation of Program (by accrediting body) Evaluation of Graduates (by certifying body) Evaluation of Graduates (by certifying body)

8. The Goal Sets the overall target for the whole training program Sets the overall target for the whole training program May be worded “To train residents to assume the following roles….” May be worded “To train residents to assume the following roles….”

9. The General Objective What should be accomplished at the end of the whole program What should be accomplished at the end of the whole program Emphasis on the role as clinician, in the diagnosis and management of diseases Emphasis on the role as clinician, in the diagnosis and management of diseases

10. The Specific Objectives The objectives at the end of each year of training The objectives at the end of each year of training Different domains: Cognitive Different domains: Cognitive Psychomotor Psychomotor Affective Affective

11. The Competencies The abilities that should be acquired by the trainee The abilities that should be acquired by the trainee The competencies include: The competencies include: Cognitive Cognitive Psychomotor Psychomotor Affective Affective Interpersonal Skills Interpersonal Skills Communication Skills Communication Skills

12. The Content This specifies all the subject matter that the trainee needs to learn in the different domains This specifies all the subject matter that the trainee needs to learn in the different domains Cognitive, Psychomotor, Affective Cognitive, Psychomotor, Affective

13. The Teaching-Learning Activities The wide range of learning experiences of the trainees coupled with the activities utilized by the trainors to “teach, train, demonstrate” The wide range of learning experiences of the trainees coupled with the activities utilized by the trainors to “teach, train, demonstrate” Include actual patient management in different settings, rounds, presentations, discussions, conferences Include actual patient management in different settings, rounds, presentations, discussions, conferences

14. Acquisition of Psychomotor Skills Fitts and Posner (1976) Fitts and Posner (1976) 1. Cognitive Phase 2. Associative Phase 3. Autonomous or Fixation Phase

15. Psychomotor Skills Documentation of progressionDocumentation of progression Assists Assists Supervised operations Supervised operations Operations independently performed Operations independently performed

16. Operation 1 st Assist Supervise d Independently performed 1.Hysterectom y 2. Cesarian section 3. Adnexal surgery

17. Advantage Credentialing and privileging Credentialing and privileging Complete documentation Complete documentation Use for determining hospital privileges to be granted Use for determining hospital privileges to be granted Physician will only be allowed to perform procedures based on what he was able to do during training Physician will only be allowed to perform procedures based on what he was able to do during training

18. The Organization of Rotations Sequence and structure, duration Sequence and structure, duration Covered by the Instructional Design for the particular rotation Covered by the Instructional Design for the particular rotation Short periods (1-4 months) Short periods (1-4 months)

19. The Evaluation of Residents The knowledge, skills and attitudes acquired by the residents during rotations, at end of rotations, at the end of the year, and at the end of the training program need to be assessed The knowledge, skills and attitudes acquired by the residents during rotations, at end of rotations, at the end of the year, and at the end of the training program need to be assessed Utilize different methods Utilize different methods Feedback should be given after the evaluation Feedback should be given after the evaluation Internal and external Internal and external

20. The Resources Sufficient number of trainors Sufficient number of trainors Adequate facilities, equipment, and clinical material Adequate facilities, equipment, and clinical material Support services Support services

21. Evaluation of Program To assess the overall quality To assess the overall quality Different components Different components Conducted by appropriate body Conducted by appropriate body Structured system Structured system

22. Evaluation of Graduates For certification For certification Written, oral and practical exams Written, oral and practical exams Feedback to institutions Feedback to institutions

23. Instructional Design for Rotation Detailed Detailed Covers each rotation Covers each rotation Communicates what should be learned during the rotation Communicates what should be learned during the rotation

24. Summary The basic elements of a curriculum were identified The basic elements of a curriculum were identified For planning a residency training curriculum, additional elements were incorporated For planning a residency training curriculum, additional elements were incorporated The guidelines can be modified as the need arises The guidelines can be modified as the need arises Ownership of the curriculum should be developed to ensure its implementation Ownership of the curriculum should be developed to ensure its implementation

25. THANK YOU! THANK YOU!