Curriculum building: how to proceed

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Curriculum buildinghow to proceed

• Colin Coles
• Research Professor, Faculty of Education,
• University of Winchester, UK.

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From syllabus to curriculum

• What is a curriculum? Why do you need one? How
  will it help? What do you need to do to construct
  a curriculum?
• Some principles of curriculum design and
  development.

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Some principles of curriculum design

• Its an iterative process
• Its a holistic one
• Its a continuous one

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What is a curriculum?

• More than a syllabus
• A definition
• 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.
  Stenhouse L (1975) An introduction to curriculum
  research and development, London Heinemann.

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Two features of this definition

• Communicate the essential principles
• Effective translation into practice

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1. Effective translation into practice

• So that people locally can make it happen
• - in ways that you think are appropriate to what
  you have planned
• - in ways that they find acceptable and suit
  their local situation
• - because they know whats involved and whats
  expected of them
• - and why it has been planned this way

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2. Communicate the essential principles

• Syllabus What respiratory physicians need
• - to know
• - to be able to do
• But there is more to it than that
• - more to clinical practice
• - more to practical knowledge
• - more to being a physician

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Clinical practice

• Complex
• Unpredictable
• Paradox
• Uncertain
• Moral dilemmas
• From what you would do generally in cases like
  this
• To what you ought to do in this specific case.
• Using your professional judgement.

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Practical knowledge

• Explicit knowledge
• Tacit knowledge
• - intuition
• - gut feeling
• - plain old guessing
• - the invisibles
• 14 components of knowledge
• Practical wisdom (phronesis)

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TS Eliot

• Where is the wisdom we have lost in knowledge?
• Where is the knowledge we have lost in
  information?
• Where is the information we have lost in data?

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TS Eliot

• Where is the wisdom we have lost in knowledge?
• Where is the knowledge we have lost in
  information?
• Where is the information we have lost in data?
• Wisdom Knowledge Information Data

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Being a physician

• Appreciates the significance of context
• Establishes a sound therapeutic relationship
• Appropriately uses knowledge and procedures
• Engages in appropriate clinical thinking
• Formulates sound professional judgements
• Can work in complex social/clinical settings
• Reflects on, and continually develops practice
• Has appropriate personal qualities

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Educational strategies

• Education as a product
• Education as a process
• Education as research

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Introducing a curriculum

• Models of change
• - Centre-Periphery model
• - Social model
• - Educational model
• Curriculum Framework
• Local re-construction
• - Teacher development

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A way forward

• A curriculum design planning framework
• - Sections needed in a curriculum document
• - Areas that need to be addressed

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Colin Coles   Colin is an educationist who has
been working in medical education for over thirty
years. He has extensive experience in curriculum
design, evaluation and development in
undergraduate and postgraduate medical education,
as well as in continuing professional
development. He publishes widely, is an
international conference speaker, advises
professional organizations on educational
matters. Currently he is a PMETB (Postgraduate
Medical Education and Training Board) panel
member for approving UK Medical College
curricula. He runs developmental educational
workshops in medical education within the UK and
overseas. He holds a personal chair in the
Faculty of Education at the University of
Winchester, and can be contacted
at colin.coles_at_winchester.ac.uk.