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A Recipe for Success - Workshop Presentation for the UofT 2014/2015 INTAPT Program
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Building a Curriculum:
A Recipe for SuccessZEHOUR AL SABBANCOREY HEERSCHAPCHRISTINE RACETTE
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Food and youIce Breaker
What is your favorite meal?
What is the first recipe you learnt to prepare? When you were a teenager, did you enjoy cooking? What food would you like to learn how to cook?
Name one good eating habit you think you should adopt… Name one of your good eating habits…
Food and you
Lesson Plan
Objectives
Be aware of at some advantages of a systemic approach to curriculum development
Experience the application of Kern’s method to build a curriculum
Identify Kern’s 6+2 steps of curriculum development
What is “Curriculum”?
Latin: track or race course
Content and subject of education
Planning and implementation of education programs Needs assessment for programs
Formulation of goals and objectives
Selection of approaches
Methods of instruction
Consideration of the teaching environment
Assessment of learners
Evaluation
What is “Curriculum”?
It is a design plan for learning that requires the purposeful and proactive organization, sequencing, and management of the interactions among the teacher, students and content
Encompassing a breadth of education experiences. (One or more sessions on a specific subject, clinical rotation or clerkship, entire training program)
Curriculum
Formal (Intended) The actual implementation of the plan
Informal (Hidden) The teaching of values, attitudes, and behavior through the
organization and teachers’ attitudes (Interpersonal teachings)
The unplanned, but “experienced,” curriculum
Complement
Curriculum Models
Tyler Basic Principles of Curriculum and Instruction (1949)
What is the purpose of the education?
What educational experience will attain the purposes?
How can these experiences be effectively organized?
How can we determine when the purposes are met?
Learner-centered approach
“Deductive”
Curriculum Models
Taba
Curriculum Development. Theory and Practice (1962)
Step 1. Diagnosis of needsStep 2. Formulation of objectivesStep 3. Selection of contentStep 4. Organization of contentStep 5. Selection of learning experiencesStep 6. Organization of learning experiences (development of methods) Step 7. Determination of what to evaluate and how (Taba1962:12)
“Inductive”
Saylor, Alexander and Lewis
Oliva 2009
Why do we need a model?
Outline a basic framework for what, how, when and how to know if it has been achieved
Represent an articulation of what students should know and be able to do
Greater efficiency and productivity
Designs
Harden 10 questions
Kern 6+2
SPICES
PRISMS
Kern 6+2 steps
Kern DE, Thomas PA, Hughes, M. Curriculum Development for Medical Education: A Six-Step Approach. United States: The Johns Hopkins University Press; 2009.
+2 steps:- Maintenance and enhancement- Dissemination
References
1. Läänemets U, Kalamees-Ruubel K. The Taba-Tyler Rationales. Journal of the American Association for the Advancement of Curriculum Studies. 2013; 9(2) 1-12 .
2. Kern DE, Thomas, PA, Hughes MT. Curriculum Development for Medical Education: A Six-Step Approach. 2nd edition. United States: The Johns Hopkins University Press; 2009.
3. Omar MI, Shakil A. How to Spice up the curriculum. Archives of Pharmacy Practice. 2010; 1(2). pp 7-8.
4. Harden RM, Sowden S, Dunn WR. Educational strategies in curriculum development: the SPICES model. Medical Education. 1984 Jul;18(4):284-97
5. Harden RM. Ten Questions to ask when planning a course or curriculum. Medical Education 1986; 20,356-365
Problem Identification & General Needs Assessment
Problem identification
“Even the simplest health problem may be refractory to any educational or other intervention, if the problem has not been well defined.”
Kern, 1998
Helps define priorities Content
Form
Problem identification
WHO is affected?
Individual: The learner’s needsOther stakeholder’s
needs
Institution: The faculty’s or the hospital’s needs
Society: The community’s needs
WHAT is affected?
Qualitative and quantitative importance
Attitude, skills, knowledge
Cognitive and affective
Satisfaction
Performance
Costs
Social, political, economical outcomes
Let’s cook!
The Problem:
High school students in a low income community
Many have poor eating habits with an actual / potential impact on their health
WHO: High school students
School
Society
WHAT: Attitude, skills and knowledge regarding good eating habits
Health outcomes
Costs
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General needs assessment
Ideal situation-
Current situation
= General needs
Needs: What has to be adressed to close the gaps between the current situation and the ideal situation.
A needs assessment helps define Areas for improvement
A method to address barriers to improvement
Types of needs Perceived needs
What each individual thinks about his needs
Varies with every individual
Expressed needs
Needs for which people have seeked help
Normative needs
Needs based on standard criteria
Relative needs
Needs based on the difference with what is done elsewhere
Megan wants to know how to choose healthy snacks.
John asked his coach how he could better eat before a swimming competition.
Most of the students do not follow Canada’s Food Guide.
The students do not receive training on healthy eating habits, compared to most high schools in the province.
General needs assessment
1. What is currently done?
2. What sould be done?
3. What factors affect the problem?
1. What is currently done?
What is (or is not) done by:
• Individuals
• Educators
• Institutions
• Society
Locally / Elsewhere
Tradition / Emerging trends
What are the consequences?
Obtain information from:
• Direct observation
• Interviews, questionnaires, diaries• Stakeholders
• Experts
• Reports, audits
• Litterature review
Current situation of our students…
Direct observation:
Increasing popularity of fast food and soda.
No current training on eating habits/cooking.
Review of the litterature:
A recent study shows that the majority of Ontarian adolescents eat fast food at least once a week.
Between 1998-2008, there was a 70% increase in type 2 diabetes diagnosis in Canada among children.
Comparison with other schools:
In the province, the majority offer training on healthy eating habits.
New trend towards developing cooking workshops in other provinces.
Questionnaires to 9th and 12th graders:
Rarely cook.
Would like to learn how to eat properly prior to physical activity.
12th grader would like to learn how to cook so they save money once they go to college.
Most do not know the Canada’s Food Guide Recommendations.
2. What should be done?
Ideal approach
What should (or should not) be done by:
• Individuals
• Educators
• Institutions
• Society
Obtain information from:• Interviews, questionnaires, diaries,
• Stakeholders
• Experts
• Guidelines and Recommendations
• Reports, audits
• Litterature review• Delphi technique• Nominal group technique
Modified Delphi technique
Sequential questionnaires with controlled feedback between each round.
Feedback between rounds can increase knowledge, generate new ideas and motivate participants.
Aims at obtaining consensus through combining knowledge and experience of participants anonymously.
Helps structure group communication, especially when there is no consensus or lack of evidence.
Critique: agreement or conformity?
Open questi
onsIssues to be
adressed
Quantification/ranking of
identified
issues
Clarificatio
n/ adjustmen
t
Feedback Feedback
Nominal group technique
Each member gives his opinion with an explanation
Duplicatas are removed
The group ranks the ideas with a facilitator encouraging discussion
A final decision is taken Often a combination more than one idea
What should be done in this situation?
Use the Nominal group technique to define:
What should the adolescents do/know?
What should the school do?
What should the society do?
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3. What factors affect the problem?
Personal and environmental factors
Predisposing• Influence motivation to change
• Knowledge, attitudes, beliefs
Enabling• Influence effort to change
• Skills, external forces
Reinforcing Influence the maintenance of the change Feedback, results
Influencing factors
Think/Pair/Share
For each factor, find one example that may apply to our high school students:
Predisposing
Enabling
Reinforcing
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Examples of influencing factors
Predisposing Influence motivation to change
Knowledge, attitudes, beliefs
Enabling Influence effort to change
Skills, external forces
Reinforcing Influence the maintenance of the
change
Feedback, results
Knowledge on diseases influenced by heating habits
Need for autonomy
Culture
Moving for college
Cooking skills
Financial resources
Final exam
Positive feedback from family/friends / physician
Weight loss
Feeling empowered
Saving money
Getting a new job in a restaurant
Learners Needs Assessment
Learners needs assessment
In continuity with the assessment of the actual situation
Identify targeted learners
Is teaching to these learner pertinentto solving the specific problem?
Individual characteristics
Type of learners
Identify content Previous or already planned training and experience
Existing proficiencies : knowledge, attitudes and skills
Current performance
Perceived needs, expectations and goals
Learning style
Preferred learning strategies (time, format, method)
Resources
Assess learning needs but also what could facilitate it : schedule, format…
Method
The method will depend on: The quality of information that is required
The level of agreement between the curriculum designers
Can be combined with the assessment of the actual situation
Grant J. Learning needs assessment: assessing the need. BMJ; 2002; 324(7330):156-9.
References
1. Bice-Stephens W. Designing a learning-needs survey--10 steps to success. J Contin Educ Nurs. 2001 Jul-Aug;32(4):150-1.
2. Grant J. Learning needs assessment: assessing the need. BMJ; 2002; 324 (7330):156-9.
3. Karni KR, Duckett L. Curriculum design: Questions to ask. Clinical Laboratory Science. 1998;11(2):78.
4. Kern DE. Thomas PA, Bass EB, Howard DM. Curriculum Development for Medical Education: A Six-Step Approach. 1st edition. United States: The Johns Hopkins University Press; 1998. Chapter 2, Problem Identification and General Needs Assessment; p. 9.
5. Kern DE, Thomas PA, Hughes MT. Curriculum Development for Medical Education: A Six-Step Approach. United States: The Johns Hopkins University Press; 2009.
6. McKimm J. Curriculum design and development [web-based learning resource]. London deanery; 2003 [updated 2007; cited 2015 Jan]. Available from: http://www.faculty.londondeanery.ac.uk/e-learning/setting-learning-objectives/Curriculum_design_and_development.pdf
7. Peyton JWR. Teaching & learning in medical practice. Heronsgate Rickmansworth, Herts: Manticore Europe Ltd; 1998.
8. Powell C. The Delphi technique: myths and realities. Journal of Advanced Nursing. 2003;41(4):376-82.
9. Prideaux D. Curriculum design. BMJ. 2003;326 (7383):268-70.
Goals & Objectives Setting
What are they and why are they important?
A goal or objective is the expectant outcome of an endeavour to effect change Goal: general expected outcome
Objective: more specific expected outcome
Goal and objectives: Direct content of the curriculum
Enable potential for evaluation
Communicate expectations of the curriculum
MacLeod, 2012
Group Activity
Let’s create a goal that summarizes our learning curriculum for the scenario!
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Objective Creation
Utilize the SMART acronym: Specific, Measurable, Attainable, Realistic, and Time Bound
Who / Will do / How much / Of what / By when?
Utilize a verb
Utilize a noun
Must state criteria for success
Must note conditions of performance
Objective Types
Learner Objectives Relate to cognitive, affective, and psychomotor domains
Process Objectives Related to implementation of the curriculum
i.e.. Amount of participation
Outcome Objectives Outcomes that affect others besides the learner i.e.. patients
Collaborative Learning
Curriculum developers must keep in mind both learners and mentors develop their own objectives along with curriculum objectives.
Therefore although all curriculums must have specific objectives too many can hinder collaborative learning between a mentor and the learner.
Putting knowledge into practice
Please split into 2 groups.
Groups will be divided by either grade 9 students or grade 12 students.
Each group is to create three objectives, one for each of: Knowledge
Skill
Attitude
10 Minutes will be given .designed by Freepik.com
References
1. Doran, G. T. (1981). There's a S.M.A.R.T. way to write management's goals and objectives. Management Review, 70(11), 35-36
2. Effective Goal Setting. Health Care Registration 2010 09;19(12):5-6.
3. Kern DE, Thomas, PA, Hughes MT. Curriculum Development for Medical Education: A Six-Step Approach. 2nd edition. United States: The Johns Hopkins University Press; 2009.
4. MacLeod, L. Making SMART Goals Smarter. PEJ. 2012; 38(2): 68-72.
Educational Strategies
Educational StrategiesContent
Methods
Syllabus
Learning objectives and methods
Curricular events and practical informtion
Written curricular materials
Suggestions and resources
Guidelines for choosing educational methods
Maintain congruence between objectives and methods
Use multiple educational methods
Feasible
Cognitive Objective
s
Affective Objectives
PsychomotorObjective
s
Educational Methods
Cognitive Objectives
Readings
Lectures
Audiovisual materials
Discussion
Programmed learning
Problem based learning
Educational Methods
Affective Objectives
Exposure
Facilitation of openness
Role models
Educational Methods
Skill Objectives
Supervised clinical
experiees
Simulations
Audio or visual reviews
of skills
Educational Methods
Behavioral Objectives
Removal of barriers to
performance
Provision of resources that
facilitate performance
Provision of reinforcements for
performance
Methods for Promoting Professionalism
Role Modeling
Facilitated reflection on and discussion of experiences
Participation in writing professionalism goals
Ethics consultation rounds
Peer evaluation
Participation in Honor Boards
Service learning and volunteering
References
1. Grunwald T, Corsbie-Massay C. Guidelines for cognitively efficient multimedia learning tools: educational strategies, cognitive load, and interface design. Acad Med. 2006;81:213-23.
2. Karni KR, Duckett L. Curriculum design: Questions to ask. Clinical Laboratory Science. 1998; 11(2):78.
3. Kern DE, Thomas PA, Hughes MT. Curriculum Development for Medical Education: A Six-Step Approach. United States: The Johns Hopkins University Press; 2009.
4. McKimm J. Curriculum design and development [web-based learning resource]. London deanery; 2003 [updated 2007; cited 2015 Jan]. Available from: http://www.faculty.londondeanery.ac.uk/e-learning/setting-learning-objectives/Curriculum_design_and_development.pdf
BREAK 30 MIN
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LET’S GROUP
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Cognitive Objectives
Readings
Lectures
Audiovisual materials
Discussion
Programmed learning
Problem based
learningAffective
Objectives
Exposure
Facilitation of openness
Role models
Skill Objectives
Supervised clinical
experiees
Simulations
Audio or visual reviews
of skills
Behavioral Objectives
Removal of barriers to
performance
Provision of resources that
facilitate performance
Provision of reinforcements for performance
Curriculum Implementation
Resource Identification
Human Resources
Audio Visual
Support Staff
Instructors
Time
Time needed to develop and implement curriculum
Time needed for learners to participate in utilizing the curriculum
Amenities
Space to implement curriculum
Equipment needed
Financials
Will there be extra expenses due to the new curriculum?
Can existing resources be utilized in other ways to save costs?
Support Obtainment
Internal Assistance
Stakeholders
Learners
Faculty
External Assistance
Funders
Grants
Organizations/Foundations
Individual Financers
Educators:
Wish to be involved and have input into the new curriculum
Are more likely to initiate change when they see it can positively affect student learning and increase their grades
Must have an extensive knowledge of the curriculum prior to implementation so that the knowledge can be passed onto their students
Curriculum Administration
Faculty and Administration Staff i.e. Who should students approach if issues occur?
Functions Day to day operations
Communications Creation of goals, objectives, scheduling, evaluating results
Creation of syllabus and reports
Barrier Anticipation
Monetary Interests
Lack of time
Limited Resources
Competition
Individual Concerns: Power Struggles
Job security
Curriculum Introduction
1. Trial Provides the ability to receive feedback and make revisions
2. Phase In
Implementing the new curriculum in steps can reduce resistance rather than a complete reform all at one time
3. Total Enactment of Curriculum
In some instances such as if the curriculum is limited in scope the full curriculum may be enacted at once. In this instance the first use of the curriculum would be considered the trial phase.
4. Ongoing adaptations Educators will adapt the curriculum to suit their classroom needs
References
1. Alshammari, A. Curriculum Implementation and Reform: Teacher’s Views About Kuwait’s New Science Curriculum. US-China Education Review A. 2013; 3(3): 181-186.
2. Bennett, DS. Teacher Efficacy in the Implementation of New Curriculum Supported by Professional Development. University of Montana. 2007. Retrieved from: http://scholarworks.umt.edu/cgi/viewcontent.cgi?article=1965&context=etd
3. Kern DE, Thomas, PA, Hughes MT. Curriculum Development for Medical Education: A Six-Step Approach. 2nd edition. United States: The Johns Hopkins University Press; 2009.
4. Lim P, Pyvis, D. How Singapore junior college science teachers address curriculum reforms: A theory. Issues in Educational Research. 2012; 22(2): 127-148.
Evaluation and Feedback
The purpose of an evaluation
« When should evaluation be considered? The simple answer is ‘early and often’ »
- Hays, 2013
Were goals and objectives met?
What are the strengths and weaknesses?
What could be improved and how?
Are learners / teachers satisfied?
SWOT analysis
Strengths Weaknesses
Opportunities
Threats
Internal factors- Human, financial and physical
resources- Expertise- Planification
External factors- Social and political context- Future development possibilities- Trends- Competition
Kern’s steps to evaluation and feedback
1. Identify users
2. Identify uses
3. Identify resources
4. Identify evaluation questions
5. Choose evaluation design
6. Choose measurement method
7. Address ethical concerns
8. Collect and analyze data
9. Report results
1. Identify users Who will use the evaluation?
…There may be more than one evaluation
Students
Teachers
School direction
School board
Government
Prospective students
Prospective teachers
Other schools
LearnersDevelopersFacultyProgram director
Institution directorsSponsors
Prospective learners or faculty members
Institutions who could use the model
2. Identify uses
Formative vs summative evaluation
Individuals vs program
Outcomes, perceptions, process
Goals of the assessment
Learners
Meeting learning objectives
Developing adequate attitudes, knowledge, skills
Enjoying their training
Developers and teachers
Documenting accomplishment
Publication / presentation
Curriculum/Faculty
Satisfy external requirements
Changing outcomes
Enrol new teachers / trainees
Prestige
2. Identify uses
Formative Program : to improve the program’s performance
Stakeholders feedback including quantitative and qualitative info (+/- suggestions)
Learners: feedback to improve attitudes, skills and knowledge.
Summative Program : Success of the curriculum in achieving every targeted learner
objectives, process objectives and pleasing learners and faculty.
Often necessary to maintain time and funding
Learners: Individual performance
3. Identify resources
Time
Equipment
Personnel
Funds for collection, analysis and reporting the results
4. Identify evaluation questions
Related to: Learner’s measurable objectives
Perceptions
Curriculum outcomes
Curriculum process
Multiple objectives may be combined into a single evaluation item.
Every objective is worth being evaluated.
5. Choose evaluation design6. Choose measurement methods and construct instruments
Is there already an existing measurement tool?
Is there an expert to get advice from?
Pilot the instrument first.
Written test
Oral exam
Portfolio
Self-assessment forms
Essays on respondent’s experience
Rating forms
Surveys
Questionnaires
Interviews
Focus group
Direct observation
Performance audits
7. Address ethical concerns
Confidentiality
Resource allocation
Potential impact of the evaluation
8. Collect data9. Analyze data To be planned at the same time as
designing the evaluation uses, question and design.
Maximize response rate
Included in the schedule
Necessary to get credit
Included in an already existing evaluation activity
F/U with non respondents
Descriptive vs statistical analysis.
Do not forget educational significance.
If goals were not met, try to find an explanation.
10. Report results
Timeliness : Individuals benefit from immediate feedback of formative evaluations.
Length depending on the reader.
What assessment method(s) should we choose?
Remember to
Identify users
Identify uses
Identify methods
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References
1. Hays R, Hamlin G. A new curriculum: buy and adapt, or design from scratch. The Clinical Teacher. 2013; 10:131-133.
2. Karni KR, Duckett L. Curriculum design: Questions to ask. Clinical Laboratory Science. 1998; 11(2):78.
3. Kern DE, Thomas PA, Hughes MT. Curriculum Development for Medical Education: A Six-Step Approach. United States: The Johns Hopkins University Press; 2009.
4. McKimm J. Curriculum design and development [web-based learning resource]. London deanery; 2003 [updated 2007; cited 2015 Jan]. Available from: http://www.faculty.londondeanery.ac.uk/e-learning/setting-learning-objectives/Curriculum_design_and_development.pdf
Maintenance and Enhancement
Written curriculum
Environment / setting
Administration
Evaluation
Faculty
Learners
Areas for assessment and potential change
Areas for assessment and potential change of a curriculum
Written Curriculum
Goals and objectives
Content
Curricular materials
Methods
Congruence
Environment
Funding
Space
Equipment and supplies
Clinical experience
Learning climate
Administration of the curriculum
Scheduling
Preparation and distribution of curricular materials
Collection, collation and distribution of evaluation information
Communication
Areas for assessment and potential change of a curriculum
Evaluation
Congruence
Response rate
Accuracy
Usefulness
Faculty
Reliability/accessibility
Teaching/Facilitation skills
Nature of the learner-faculty relationship
Satisfaction
Involvement
Learners
Achievement of curriculum objectives
Satisfaction
Involvement
Application
Management of change Before expanding resources to make changes
• The change is sufficiently important
• Affects a significant number of people
• Will persist if not addressed
Consider at what level needs should be addressed and changes made
• At the level of coordinator?
• Requires in depth analysis and thoughtful planning for change needs selected task group
Pilot before implementing fully
The curriculum team must involve the support staff and learners
Management of change Before expanding resources to make changes
• The change is sufficiently important
• Affects a significant number of people
• Will persist if not addressed
Consider at what level needs should be addressed and changes made
• At the level of coordinator?
• Requires in depth analysis and thoughtful planning for change needs selected task group
Pilot before implementing fully
The curriculum team must involve the support staff and learners
Management of change Before expanding resources to make changes
• The change is sufficiently important
• Affects a significant number of people
• Will persist if not addressed
Consider at what level needs should be addressed and changes made
• At the level of coordinator?
• Requires in depth analysis and thoughtful planning for change needs selected task group
Pilot before implementing fully
The curriculum team must involve the support staff and learners
Management of change Before expanding resources to make changes
• The change is sufficiently important
• Affects a significant number of people
• Will persist if not addressed
Consider at what level needs should be addressed and changes made
• At the level of coordinator?
• Requires in depth analysis and thoughtful planning for change needs selected task group
Pilot before implementing fully
The curriculum team must involve the support staff and learners
Methods of Motivating, Developing, and Supporting a Curriculum Team
Orientation and communication
Involvement of faculty, learners, staff
Team activities
Recognition and celebration
Syllabi
Meetings
Memos
Newsletters
Methods of Motivating, Developing, and Supporting a Curriculum Team
Orientation and communication
Involvement of faculty, learners, staff
Team activities
Recognition and celebration
Questionnaires
Informal 1:1 meetingsGroup meetings
Strategic planning
Methods of Motivating, Developing, and Supporting a Curriculum Team
Orientation and communication
Involvement of faculty, learners, staff
Team activities
Recognition and celebration
Team teaching/co-teaching
Faculty development activities
Retreats
Strategic planning groups
Methods of Motivating, Developing, and Supporting a Curriculum Team
Orientation and communication
Involvement of faculty, learners, staff
Team activities
Recognition and celebrationPrivate communication
Public recognition
Rewards
Parties and other social gatherings
References
1. Watson EG, Moloney PJ, Toohey SM, Hughes CS, Mobbs SL, Leeper JB, McNeil HP. Development of eMed: a comprehensive, modular curriculum-management system. Acad Med. 2007;82:351-60
2. Kern DE, Thomas, PA, Hughes MT. Curriculum Development for Medical Education: A Six-Step Approach. 2nd edition. United States: The Johns Hopkins University Press; 2009.
3. Gilbert, M. J., Partida, Y., Goode, T., Dunne, C. Curricula Enhancement Module. Georgetown University Child Development Center. 2005.
4. Instructional Systems Design Used for CJSTC Training Programs. FDLE; 2014.
Dissemination
What is it and why does it matter?
Dissemination is the promotion of a curriculum or its parts to new groups of learners
Tackles a healthcare issue Assists others in solving similar issues
Encourages change Can assist with supporting change in current curriculum
Feedback Allows developers to gain feedback from others
Develops collaboration More collaboration and sharing of ideas between educators
Streamlines development Prevents individuals from having to develop similar conclusions to the same problems
Planning
Planning for dissemination starts before developing the curriculum
A framework should be chosen to make the curriculum easy to follow and utilize
Ensure the curriculum is a clear solution to a clear problem
Ensure that ethical and legal concerns are taken into account
Assess time management
Assess resource utilization
Adoption
Factors promoting adoption:
Understanding of why it is an improvement over current curriculum
Ensuring it relates to previous experience of learners
Ease of use
Systematic approach
Visible outcomes
Roger’s Stages of Adoption
• Gaining of knowledge
• Persuasion – Being convinced of the benefits of the new curriculum
• Adoption
• Implementation
• Evaluation – Decision to continue to utilize new curriculum
Protection
Protection of learners Institutional Review Boards should be consulted to ensure the
protection of those trialing the new curriculum and is necessary if publication of the curriculum moves forward.
Intellectual Property In most instances a new curriculum would be seen as being copy
righted.
In some instances however a curriculum can be utilized for educational use and research.
To protect your work a specialist should be consulted to licence your work.
Dissemination
In some instances dissemination of the full curriculum is warranted. In others, each step of Kern’s process may provide information worthy of dissemination. General Needs Assessment
– Informs learners of current problems through literature reviews and general surveys
Targeted Needs Assessment
– Targeted survey of learning needs
Learning Objectives
– Systematic creation of competencies
Educational Methods/Implementation Strategies
Evaluation of Curriculum
How to disseminate
Presentations to individuals and groups or to national and international meetings
Creation of interest groups
Webinars
Journal publication
Book Publication
Press Releases
Kingston, 2012
Resources
Time
Personnel
Equipment
Funds
Evaluation
Journal Article Impact Factor
Download Trackers (ie. MedEdPORTAL)
Sales
Interest in workshops and presentations
Strategies such as surveys for feedback
References
1. Hanrahan K, Marlow KL, Aldrich C, Hiatt, AM. Dissemination of Nursing Knowledge: Tips and Resources. The University of Iowa. 2010. Retrieved from: http://www.nursing.uiowa.edu/sites/default/files/documents/research/Disseminating%20nursing%20knowledge.pdf
2. Kern DE, Thomas, PA, Hughes MT. Curriculum Development for Medical Education: A Six-Step Approach. 2nd edition. United States: The Johns Hopkins University Press; 2009.
3. Kingston, J. Choosing a Knowledge Dissemination Approach. Knowledge and Process Management. 2012; 19(3): 160-170
4. Myers P, Barnes, J. Sharing Evaluation Findings: Disseminating the Evidence. NESS; 2004.
In Summary…
+1: Maintenance and enhancement
+2: Dissemination
Now It’s Time for Assessment, Questions and Feedback!
Thank you!
Christine, Corey and Zehour
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