Principles and Practice of Curriculum Design and the Educational Environment

Code

MEDS4014

School

School of Medicine

Level

4

Credits

20

Semesters

Summer UK

Summary

This module introduces students to the principles of curriculum design and environmental structuring as applied to a medical or healthcare professions Higher Education (HE) context and in alignment with the UKPSF.

This module entails reviewing and evaluating higher education module/course curriculum and assessment design from an enhancement perspective.  

The module explores individual values and beliefs about the curriculum and the educational environment. Students will investigate the way in which the values, beliefs and assumptions held by teachers, together with the expectations of learners, influence the design, development and delivery of the curriculum. The module will identify why diversity is relevant to curriculum development and delivery. Students will explore their own attitudes and perceptions (including personal bias) of different groups within society and thereby evaluate and justify the approaches used in their own educational and clinical practice.  

The module explores the key aspects of inclusive curriculum design, including the inclusive alignment of curriculum content, teaching practices, educational materials, learning activities, assessment and feedback. Students will critically evaluate how educators can mitigate any disadvantage that arises from difference and set learning objectives that are achievable by a diverse student body.

The start of the module defines the purpose of curriculum in expressing the educational philosophy of the course and the needs of all the involved in learning, from the profession, the public, and patients through to the teachers and learners. Thereafter, the way in which the curriculum provides a template for planning and evaluating learning is explored. The way in which the environment of the classroom or clinical workplace is structured is also discussed including the relationship between learning environments and outcomes such as ‘psychological safety’ for learners.

The module also investigates the ways in which the course aims, learning outcomes, teaching approaches and assessment methods can be aligned for facilitating effective and inclusive learning across the continuum of medical or healthcare professions education. As the module progress, the differences between the designed and the delivered curriculum are discussed within the framework of improvement science principles covering needs assessment, measurement, review and evaluation.  Towards the end of the module, the geography of the learning environment is explored relative to the learning climate created by the teacher with a specific focus on psychological safety, organisational structures and the ‘learning culture’. 

Target Students

• 2.1 OR pass at MBBS • Degree is in a medical or allied healthcare professions discipline subject and/or sufficient associated work experience • Students on the MMEdSci, PGDip and PGCert Medical Education courses. • PGCHE students • Students proposed as suitable by the Head of School of Medicine

Classes

• One 6-hour seminar each week for 4 weeks

Activities may take place every teaching week of the Semester or only in specified weeks. It is usually specified above if an activity only takes place in some weeks of a Semester.

Assessment

• 60% Practical 1: Practical Assignment - 2,500 words
• 40% Practical 2: Reflection Assignment - 1,500 words.

Assessed by end of designated period

Educational Aims

Learning Outcomes

Learning objectives:  In a medical or healthcare professions education context, students will gain knowledge and understanding of:

• The way in which curriculum design principles influence the educational philosophy and inform the delivery of education across the continuum of higher or healthcare professions education.

• The influence stakeholders such as the profession, the public and patients on curriculum design in a higher or healthcare professions education context including the various drivers for change from a policy perspective and legislation such as the Equality Act. 

• The way in which curriculum design is a process of defining and organising; content; teaching and learning strategies; assessment processes; and evaluation processes.

• The way in which the structure of the environment as well as institutional culture and norms influence the ‘lived experiences’ of learners in the classroom or clinical workplace.

• The influence of the learning environment on modifiable ‘learner’ factors such as motivation and perception of relevance.

• The way in which the environment of the classroom or clinical workplace can be structured to consolidate previous learning experiences and facilitate the learning strategies of individuals to create an optimum climate for learning.

• The ways in which to make expert observations in the classroom or clinical workplace for supporting judgements in the evaluation of educational activities or curriculum programmes.

• The ways in which diversity is relevant to curriculum development and delivery.

• The ways in which educators can ensure that curriculum design and educational environments are inclusive. 

• The ways in which we define culture, diversity and inclusion as they relate to educators.

• The ways in which educator beliefs and experience influence the educational programmes developed in higher or healthcare professions education.

• The importance of reflecting and identifying how their own perspectives about culture in its broadest sense (that is that culture incorporates more than ethnicity) influence the teaching they develop and deliver. 

Learning Outcomes: By the end of the module, students will be able to:

• Critically examine curriculum design frameworks.

• Collaborate with colleagues from diverse academic backgrounds in an educationally led process of reflection and review.

• Critically review a module/course design from a scholarly perspective taking into account learners’ needs.

• Evaluate a module/course design using HE quality assurance and enhancement frameworks. 

• Use varied teaching activities appropriately, including those using information technologies, to support inclusive learning and teaching. 

• Design and plan teaching and learning activities and/or programmes of study which reflect the principles of an aligned curriculum in a medical or healthcare professional HE context.

Conveners

• Dr Stevie Agius