GUIDELINES FOR
CURRICULUM
PLANNING
Jose Y. Cueto Jr., MD, MHPEd
Member
Board of Medicine
Overall Plan
•
• CURRICULUM
INSTRUCTION
Curriculum: Basic Elements
• Hilda Taba: “Curriculum Development:
Theory and Practice”
• 1. Objectives
• 2. Content
• 3. Teaching-learning activities
• 4. Evaluation
Planning a Curriculum
•
•
GOAL
•
GENERAL/SPECIFIC OBJECTIVES
•
COMPETENCIES OR ABILITIES
•
CONTENT OR SUBJECT MATTER
Planning a Curriculum
•
TEACHING-LEARNING ACTIVITIES
•
ORGANIZATION OF ROTATIONS
•
EVALUATION OF RESIDENTS
•
RESOURCES
Planning a Curriculum
•
1.
2.
3.
4.
5.
Instructional Design for Rotations
(Oncology, Infectious diseases, etc)
Objectives
Content
Teaching-learning activities
Resources
Evaluation
Planning a Curriculum
 Evaluation
of Program (by accrediting
body)
 Evaluation
body)
of Graduates (by certifying
The Goal
 Sets
the overall target for the whole
training program
 May be worded “To train residents to
assume the following roles….”
The General Objective
 What
should be accomplished at the end
of the whole program
 Emphasis on the role as clinician, in the
diagnosis and management of diseases
The Specific Objectives
 The
objectives at the end of each year of
training
 Different domains: Cognitive
•
Psychomotor
•
Affective
The Competencies
 The
abilities that should be acquired by the
trainee
 The competencies include:
•
Cognitive
•
Psychomotor
•
Affective
•
Interpersonal Skills
•
Communication Skills
The Content
 This
specifies all the subject matter that
the trainee needs to learn in the different
domains
 Cognitive, Psychomotor, Affective
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”
 Include actual patient management in
different settings, rounds, presentations,
discussions, conferences
Acquisition of Psychomotor
Skills

1.
2.
3.
Fitts and Posner (1976)
Cognitive Phase
Associative Phase
Autonomous or Fixation Phase
Psychomotor Skills
•



Documentation of progression
Assists
Supervised operations
Operations independently performed
Operation
1.Hysterectom
y
2. Cesarian
section
3. Adnexal
surgery
1st
Assist
Supervise Independently
d
performed
Advantage
Credentialing and privileging
 Complete documentation
 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

The Organization of Rotations
 Sequence
and structure, duration
 Covered by the Instructional Design for the
particular rotation
 Short periods (1-4 months)
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
 Utilize different methods
 Feedback should be given after the
evaluation
 Internal and external
The Resources
 Sufficient
number of trainors
 Adequate facilities, equipment, and clinical
material
 Support services
Evaluation of Program
 To
assess the overall quality
 Different components
 Conducted by appropriate body
 Structured system
Evaluation of Graduates
 For
certification
 Written, oral and practical exams
 Feedback to institutions
Instructional Design for Rotation
 Detailed
 Covers
each rotation
 Communicates what should be learned
during the rotation
Summary
The basic elements of a curriculum were
identified
 For planning a residency training
curriculum, additional elements were
incorporated
 The guidelines can be modified as the
need arises
 Ownership of the curriculum should be
developed to ensure its implementation

•
THANK YOU!