CURRICULUM DEVELOPMENT POLICY · set milestones which contribute to improving the quality and quantity of essential health ... content, learning experiences, evaluation and references

KMTC IS ISO 9001:2015 CERTIFIED “Training for better health”1

Curriculum Development Policy

CURRICULUM DEVELOPMENT POLICY

MAY 2019





TABLE OF CONTENTS

PREFACE � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � i

FOREWORD�� ii

ABBREViATiONS .................................................................................................... iV

DEFiNiTiON OF TERMS � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � V

1�0 PURPOSE OF THE POLiCY � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 1

2�0 SCOPE OF THE POLiCY � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 1

2.1 The Scope . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

2.2 Vision, Mission and Core Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

2.3 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

3�0 THE POLiCY � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 2

3.1 Justification for the Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

3.2 Objective of the Curriculum Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

3.3 The Curriculum Process Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

4�0 PROCEDURE FOR CURRiCULUM PROCESS (DEVELOPMENT,

iMPLEMENTATiON, REViEW, CHANGE AND iNNOVATiON)� � � � � � � � � � � 3

4.1 Stages of Curriculum Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

4.2 The Departmental Processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

4.3 The Deputy Director Academic Affairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

4.4 College Academic Council . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5



4.5 The Executive Management Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

4.6 Board of Directors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

5�0 CURRiCULUM iMPLEMENTATiON� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 6

5.1 Curriculum Monitoring and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

5.2 Curriculum Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

5.3 Effective Date . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

5.4 Amendments/Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

6�0 CURRiCULUM FORMAT� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 7

APPROVAL � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 10

KMTC IS ISO 9001:2015 CERTIFIED “Training for better health”i


PREFACE

On behalf of the Kenya Medical Training College (KMTC) Board of Directors, I am delighted to approve this Policy for use by Management. The KMTC Board is determined to improve access to, and equity of quality medical training and to ensure that the institution plays its role in the realization of Sustainable Development Goals (SDGs), Vision 2030, health sector policies and the government agenda on the “Big Four’. The Board continues to realize the set milestones which contribute to improving the quality and quantity of essential health care providers. Inadequate numbers of skilled care providers have had a negative impact on efforts to expand access and improve the quality of health services. This situation is compounded by continued high prevalence of communicable and non-communicable diseases in the country.

Towards this end, the KMTC Board of Directors under my leadership is determined to critically address the task of defining long-term strategies for addressing the constraints to training and development of quality health care providers through:

i. Improved policy and corporate governance for enhancing accountability and decision making.

ii. Enhanced access, quality, relevance and equity in medical training.

iii. Prudent resource utilization and good infrastructural management.

iv. Increased visibility of the Kenya Medical Training College nationally and internationally as a premier institution focusing on training, research and consultancy.

v. Improved resource base, partnership and linkages.

In response to the 2010 Constitutional agenda, the Board will continue to direct efforts at advancing community – oriented programs that respond positively to the country’s social and economic development agenda. This Policy therefore provides an analysis of the internal and external environment, and makes a strong statement on the role KMTC will play in supporting the Government to realize sustainable growth in the health sector. The Board is dedicated to offer oversight on the operations and management of the College to ensure sustainable delivery of health coverage in the country and beyond. I believe successful implementation of the Policy will be realized through total commitment of the entire KMTC fraternity and other key stakeholders.

Prof. Philip Kaloki, MBS,Chairperson, KMTC Board of Directors.

KMTC IS ISO 9001:2015 CERTIFIED “Training for better health”ii


FOREWORD

The College Curriculum Development and Review Policy is published to provide information on the guidelines and procedures that guide this key academic activity at Kenya Medical and Technical College (KMTC).

The Purpose of this Policy is to provide the principles and guidelines for curriculum development, implementation, quality management and evaluation of all the programs at the College. The College is dedicated to the promotion of sound and relevant training to various cadres of health professionals in Kenya. It is understood that curriculum development or review will be driven by the needs of learners and society with the aim of promoting competencies and outcomes that will transform health sector in Kenya. The Policy takes into account changing academic and societal needs for medical education, technological and methods advancement and guidelines from regulatory authorities.

This Policy document, therefore, aims at harmonizing all curriculum development and review activities in the College, so that that the process is informed by sound criteria and policy-guidelines that will ensure quality is attained, as well as guarantee efficiency and effectiveness. This will in turn ensure growth and credibility of the academic programmes, and the aspirations of the College will be met.

Prof. Michael Kiptoo,Chief Executive Officer.

KMTC IS ISO 9001:2015 CERTIFIED “Training for better health”iii


VISION

A model institution in the training and development of competent health professionals

MISSION

To produce competent health professionals through training and research, and provide consultancy services

CORE VALUES

Accountability

Integrity

Responsiveness

Equity

Teamwork

Professionalism

Creativity and innovation

KMTC IS ISO 9001:2015 CERTIFIED “Training for better health”iv


ABBREViATiONS

CEO Chief Executive Officer

DDA Deputy Director Academics

HoD Head of Department

KMTC Kenya Medical Training College

KMTC IS ISO 9001:2015 CERTIFIED “Training for better health”v


DEFINITION OF TERMS

For the purpose of this Policy, the following definitions shall apply:

Academic Year Is a period of study consisting of two semesters or such other session as may be determined by the Academic Council.

Credit factor Means one (1) hour of teacher - student contact and is the equivalent of 10 hours of student effort for theoretical oriented modules, and one (1) hour of teacher/clinical instructor - student contact is the equivalent of 20 hours of student effort for practical/clinical oriented modules.

Curriculum Change Is a concept of change that embraces innovation, development, renewal and improvement of a curriculum. It is dictated by the changes in the economic, social and technological, as well as political aspects of a society. Changes are traditionally undertaken within a definite time frame, such as after one cycle of implementation, usually three to five years; however, an unscheduled change may be initiated based on an unusual trend or emergent issue in health care.

Curriculum Design The general plan for a program that will determine an educational experience. It refers to the structural organization between theoretical and practical aspects of the curriculum. It is the total plan that arranges components of a curriculum, i.e. competencies, outcomes, content, learning experiences, evaluation and references

Curriculum Development Is the process by which the College constructs a curriculum. It is a systematic process of selecting and organizing content for instruction.

Curriculum Implementation Is the process of putting a curriculum into practice

Curriculum Innovation Is an intentional and deliberate process to bring about desired effects and change. It refers to ideas

KMTC IS ISO 9001:2015 CERTIFIED “Training for better health”vi


or practices that are new and different from those that exist in the previous curriculum.

Curriculum Is a document that is well planned and structured process for training for which an award for qualification in terms of a Short Course, Certificate, Diploma, Higher Diploma or Degree is given.

Curriculum Review Is the processes of identifying gaps and weaknesses with a view to increasing curriculum effectiveness which will lead to revision after completion of the life cycle and introduction of changes that are relevant and reflect new developments in society to adequately prepare learners. It is the process of altering a curriculum to incorporate changes informed by experiences arising from curriculum implementation within given contexts. It involves data collection from stakeholders to inform changes, training needs assessment, health care market and synthesis of best practices in health professional training.

Curriculum Stakeholders Are all persons affected by, or affecting a curriculum

Diploma A sub-degree award that is conferred following the satisfactory completion of an academic program of at least two or three year’s full-time duration.

Diploma Qualification Is an award conferred to graduands on successful completion of an academic program lasting of at least one year (for those upgrading) or three to three and half years for those on full-time duration.

Entry requirements Are the rules that specify the level of attainment required to qualify for consideration for admission to College to pursue a particular programme/course.

Higher Diploma Is an award in a specialized area of study building on a basic Diploma.

Module Is a sub-section/smallest unit of a course/programme that takes at least 10 hours. It is a stand-alone and examinable entity and reflected in the program academic transcript.

KMTC IS ISO 9001:2015 CERTIFIED “Training for better health”vii


Program Is a purposeful, planned and structured set of training activities with defined structure, mode of delivery and assessment, which on completion, leads to conferment of a degree, diploma or certificate.

Unit Is a sub-section of a module, which reflects the module outcomes. The units provide the specific times, the total of which is the equivalent to the module hours and credit factor. The units also reflect the content indicators to the content, giving direction as to how module content will be populated.



1.0 PURPOSE OF THE POLICYThe Purpose of this Policy is to provide the principles and guidelines for curriculum development, implementation, quality management and evaluation of all the programs at Kenya Medical Training College (KMTC). The College is dedicated to the promotion of sound and relevant training to various cadres of health professionals in Kenya. It is understood that curriculum development or review will be driven by the needs of learners and society with the aim of promoting competencies and outcomes that will transform health sector in Kenya. The Policy takes into account changing academic and societal needs for medical education, technological and methods advancement and guidelines from regulatory authorities.

2.0 SCOPE OF THE POLICY

2.1 The Scope

This Policy applies to all Kenya Medical Training Campuses in relation to curriculum design and execution.

2.2 Vision, Mission and Core Values

KMTC aspires to be a model institution in the training and development of competent health professionals with a mission to produce competent health professionals through training and research, and provide consultancy services, whose core values in her commitment to realizing her vision and mission, is guided by the following core values: we view staff as the most valuable resource; dignity to our students (trainees) will be driving force behind our activities; professionalism, integrity and ethics are the most important pillars of the College; excellent and quality training through student - centered learning approach that promotes lifelong learning; responsiveness to health needs in a changing environment; a conducive working and learning environment that fosters effective communication, creativity, inquisitiveness, teamwork and co-operation; equity across different individuals and/or groups in society; establishment and nurturing of partnership with stakeholders.

2.3 References

This Policy is based on the following references:

i. Constitution of Kenya, 2010

ii. Kenya’s Vision 2030

iii. Kenya Medical Training College Act, 1990 (as amended)

iv. Kenya Health Sector Strategic and Investment Plan (KHSSP, 2012-2018)



v. Kenya Medical Training College Quality Management Systems and Quality Procedure Manual

vi. Kenya Medical Training College Quality Assurance Policy

vii. Kenya Medical Training College Work Instructions.

3.0 THE POLICY

3.1 Justification for the Policy

KMTC is committed to providing quality education and services that meet the needs of her customers and stakeholders through quality and relevant teaching, research and community service. The quality shall be grounded in intellectual and academic freedom, teamwork, quest for excellence, professionalism, discipline and continuous improvement of services. To realize this commitment, the KMTC will regularly review its academic programmes.

The major factors that shall influence curriculum development include globalization, regulation of the KMTC environment, internationalization, societal demands and the need to promote lifelong learning. KMTC operates within a global environment whose inherent driving force is competition and response to market forces. In the global context, KMTC shall endeavour to offer relevant and quality health related programmes that shall be rationalized in order to develop skills and competencies in the learners, research and consultancy services in the health sector. This Policy shall also provide the guiding principles for admission criteria.

3.2 Objective of the Curriculum Policy

The objective of the Policy is to provide standardized procedures for developing and reviewing academic programmes and providing admission pathways for applicants into various programmes in KMTC.

3.3 The Curriculum Process Philosophy

i. KMTC curriculum process philosophy holds that an academic programme should facilitate a structured interaction between lecturers, learners, curriculum content and the learning environment in a manner that transforms both the learner and lecturers into knowledgeable, skilled persons who can both communicate the discipline content, and apply the knowledge learned to resolve real life issues in their areas of specialization.

ii. The Model integrates the levels, processes and approval procedures for



curriculum development.

iii. Each curriculum shall be presented in an approved structure and format (see 6.0).

iv. Admission requirements.

v. Competencies and outcomes for the programme.

vi. Specific number of modules and credit for weighting, provided that no module shall comprise fraction of units.

vii. Each programme shall have a list of human, physical and other resources available for its delivery.

viii. The steps for the development of a new curriculum shall be as follows;

a) Needs assessment and analysis by department and experts/subject specialists.

b) Development of curriculum competencies and outcomes.

c) Provision of resources to support curriculum development (budget, personnel, materials).

d) Programme design at departmental level, with input from a wide scope of stakeholders, (alumni, employers, lecturers, current students and general community).

e) Approval by Committees and Boards (Departmental Curriculum, College Curriculum, Academic/Training Standards and Ethics Committee of the Board), the CEO and Board of Directors.

f) Development of teaching and learning resources and materials.

g) Testing/piloting of the resource and materials.

h) Induction workshops for staff.

i) Implementation of curriculum.

j) Curriculum monitoring, quality management and evaluation.

4.0 PROCEDURE FOR CURRICULUM PROCESS (DEVELOPMENT, IMPLEMENTATION, REVIEW, CHANGE AND INNOVATION).

4.1 Stages of Curriculum Development

Curriculum development shall involve key stages, including discussion and input



through the quality management systems of KMTC; thus:

i. The Department

ii. Dean’s Committee

iii. Independent Expert reviewers

iv. College Academic Council

v. Executive Management Committee

vi. Board of Directors

vii. Accreditation by the regulatory Agency

4.2 The Departmental Processes

i. Each department shall establish a Curriculum Development and Review Committee;

ii. The Head of Department, in consultation with the Deputy Director Academics (DDA), shall identify discipline and subject matter/module specialists, resource persons, curriculum experts and stakeholders who will be engaged in the curriculum processes;

iii. Departmental involvement in planning for curriculum development shall entail:

a) Needs assessment

b) Formulation of competencies and outcomes

c) Course content delivery

d) Selection of appropriate instructional methods

e) Identification, selection and development of requisite learning and teaching resources

f) Determination of evaluation procedures, assessment, testing and examination of the learners

g) Identification, and acquisition of learning and instructional materials

h) Carrying out all recommended amendments

iv). The Head of Department shall have the following functions in Curriculum Development;

a) Chair Departmental Curriculum Development Committee

b) Send a formal request to the Deputy Director Academics for curriculum development or review

c) Upon getting approval, identify a team of curriculum and discipline



experts and other key external resource persons and any other required stakeholders for the curriculum development or review

d) Convene a curriculum development/implementation/review/change/innovation workshop

e) Convene departmental board meeting to discuss the draft curriculum

f) Submit the draft curriculum to the Deputy Director in charge of Academic Affairs for further recommendations

g) Present the draft curriculum at the Departmental Curriculum Committee meeting for discussion

h) Carry out any amendments as might be recommended at the various stages of curriculum development.

4.3 The Deputy Director Academic Affairs

The Deputy Director Academics shall have the following functions in relation to curriculum development or review;

i. Participate in the stakeholders’ and specialist workshop during formulation of the curriculum.

ii. Receive a copy of the draft curriculum from the HoD of the respective Department to read and propose amendments, if any.

iii. In consultation with the CEO refer the draft curriculum to an independent peer reviewer for the objective review of the draft curriculum.

iv. Table a report concerning the programme at the curriculum.

Committee meeting for discussion and recommendation to the Colleges Academic Council for further deliberation.

4.4 College Academic Council

i. College Academic Council will be responsible for approval of all academic curricula at KMTC.

ii. The Deputy Director Academics shall submit to, and present the draft curriculum at the College Academic Council.

iii. College Academic Council shall discuss and make appropriate amendments in the curriculum.

iv. Any recommended amendments shall be implemented by HoD through the Departmental Curriculum Development and Review Committee.

v. A College Academic Council approved curriculum will be submitted to the Executive Management Committee.



4.5 The Executive Management Committee

i. The Deputy Director Academics shall receive the edited curriculum draft from the HoD and submit it to the CEO for concurrence.

ii. The Deputy Director in charge of Academics shall table the draft curriculum to the Executive Management Committee.

iii. The Executive Management Committee shall determine the suitability of the curriculum to be offered by KMTC in terms of resources required for its implementation and how it fits with the Vision and Mission of the College.

4.6 Board of Directors

i. The curriculum will formally be submitted to the Board of Directors by the CEO, or s/he may delegate such functions to the Deputy Director in charge of Academic affairs.

ii. The Board shall ratify the draft curriculum.

iii. Upon approval, the CEO and the Chairperson, Board of Directors will sign the draft curriculum on behalf of KMTC.

iv. The CEO shall ensure that the Board approved Curriculum is duly accredited by the relevant Agencies.

5.0 CURRICULUM IMPLEMENTATIONi. The approved curriculum shall be implemented by the respective department

ii. The Head of Department shall ensure that:

a) Lecturers are allocated specific courses in the curriculum.

b) Lecturers develop course outlines based on the course descriptions.

c) Relevant literature and other necessities are available to support course delivery.

d) The curriculum is comprehensively delivered within the allocated time.

e) Examinations are set in line with the course description, expected outcomes, and objectives of the course.

f) External and other examiners’ recommendations are incorporated to improve content, delivery and examination setting.

5.1 Curriculum Monitoring and Evaluation

i. Curriculum monitoring and evaluation shall be carried out by the respective



Heads of Department, Campus Principal, Quality Assurance Department under the supervision of the Deputy Director Academic Affairs.

ii. The following evaluation procedures shall be adopted:

a) Periodic assessment during delivery of the course content;

b) Final evaluation after full delivery of the course content.

iii. The Department shall evaluate the programme using student and lecturer inputs and reports from external examiners and other stakeholders.

iv. The data collected shall be analyzed, feedback provided and action taken for programme improvement.

5.2 Curriculum Review

i. Curriculum review shall be carried out after five years, or as need arise

ii. Curriculum review will benefit from stakeholder input, related research, rising needs and guidelines.

iii. For major curriculum review, the same process like for curriculum development shall be followed.

5.3 Effective Date

This Policy shall become effective upon approval by the KMTC Board of Directors.

5.4 Amendments/Review

This Policy may be reviewed every three (3) years or from time to time to conform with emerging issues and national policies

6.0 CURRICULUM FORMATThe following format shall be adopted when developing or reviewing a curriculum;

i. Cover page containing

• Quality Management System Label (QP Number)

• KMTC Logo

• Faculty

• Department

• Title of the programme/course

• Year and Month the curriculum was developed/reviewed/changed/innovated



• The Edition/Revision Number

ii. Table of Contents

iii. Foreword by the College CEO

iv. Acknowledgement (Management, Departmental Curriculum Committee, participants, partners, key stakeholders, funding agencies)

v. Introduction/Justification/Rationale

vi. Vision, Mission, Core Values of the College

vii. Vision, Mission, Core Values of the department (in line with those of the College)

viii. Philosophy of the College

ix. Philosophy of the Department (in line with that of the College)

x. Coding

xi. Entry Requirements

xii. Course Structure

xiii. Roles and Responsibilities

xiv. Program/Course Competencies and Outcomes

xv. Program/Course Design and Organization

• Module Name

• Module Code

• Hours

• Credits

• Teaching Strategies

• Teaching/Learning Resources

• Assessment Strategies

• References/Further Readings

xvi. Appendices

• Master Rotations

• Time Tables

• Clinical Placement Requirements (Guidelines, Objectives, Competencies, Outcomes, Masteries)

• Practical/Clinical Assessment Instruments



• Format of the Expected Reporting process

xvii. Other Mandatory Requirements

• Record of Practical Training (Log book)

• Procedure Manual(s)

• Teaching/Learning Guides

• Community Diagnosis Schedules

• Field Practical Attachment Schedules

• Field Practical Attachment Reports

xviii. Specific Mandatory Achievements

• Dissertation/Project Reports

• Field Practical Attachment Schedules

• Field Practical Attachment Reports

xix. Certification (whether Certificate/Diploma/Higher Diploma/Degree)

xx. A comprehensive list of current Reference Materials (Books/Journals/e-books/e-journals/Research Papers).

xxi. Typing Format

• Font Style - Times New Romans

• Font size - 12

• Line Spacing - 1.5

• Text Alignment - Justified

• Page numbering - Front matter in Roman and the text in Greek numerical

• Page Numbering Position - Bottom lower right corner

• Table of contents - Generated automatically

• Titles - Times New Romans Header 1 font 12 bold left left aligned/ decreased indent

• Sub-titles - Times New Romans Header 2, font 12

• Body text - Times New Romans Normal font 12



APPROVAL

Title : Curriculum Development Policy

Contact : Deputy Director Academics

Approval Authority : The Board of Directors

Commencement Date : May 2019

Signed

________________________________ _____________________________

Prof. Philip Kaloki, MBS, Date Chairperson, KMTC Board of Directors.







For More Information Contact:

The Chief Executive Officer

Kenya Medical Training College

P.O. Box 30195-00100, Nairobi.

Tel: 020-2725711/2/3/4, 020-2081822/3

0737-352543 / 0706-541869

Email: [email protected]. Website: www.kmtc.ac.ke

: @Kmtc_official : @KMTCofficial

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CURRICULUM DEVELOPMENT POLICY · set milestones which contribute to improving the quality and quantity of essential health ... content, learning experiences, evaluation and references