•
•
•
•
|
•
|
TheoryThis page contains links to documents on curricula.
• BackgroundThe curriculum should be firmly based in established technique and should demonstrate the application of valid and reliable educational principles. In the particular setting of clinical education, with its stress on patient-centred learning, it is important that curricula are based upon sound experiential learning principles (Kolb, 1984) The demands of modern clinical practice make it imperative that trainees develop into "reflective practitioners" (Schon, 1983). Properly used, such a process perpetuates and encourages best practice, with participants learning and creating knowledge by critically reflecting upon their own actions and experiences (Kolb, 1984) in a constructive, improving cycle. The following elements must be included in curriculum design:-
Some of these elements, namely objectives, teaching and learning methods, subject matter and assessment methods are interdependent. For example, if the objectives change, the appropriate adjustments must be made to the assessment methods. Detailed objectives and subject matter should be drawn up by each speciality and must be specific, time-framed and assessable, with the appropriate assessment method indicated. The essential components of a curriculumAccording to Stenhouse (1975), a curriculum is “an attempt to communicate the essential principles and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice”. It is a system of planned activities intended to bring about specific learning outcomes. A curriculum is not just a list of topics. It must itself be an integral part of the educational system and should be the product of a deliberate process of design and development which has included:
Source: Framework Curriculum for SACs
More on Curriculum Web resources
Books
|
|
•
Copyright statement |
