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Module Overview

This module introduces students to important principles of, and approaches to, curriculum design, with a focus on health professions education.Ìý Informed by relevant literature and their own educational setting, students will explore the purpose of curricula; different types of curriculum in health professions education; stakeholders, drivers and factors effecting and affecting curriculum change; the importance of context in curriculum design; and constructive alignment of curriculum design, implementation and assessment.Ìý

The module is designed to be part of the Master’s in Health Professions Education but would also appeal to learners undertaking other healthcare or education master’s programmes, or learners looking to undertake continuing professional development via a short course in curriculum design.

Aims

To enable students to develop a robust understanding of curriculum design and development; implementation and assessment – bringing a scholarly approach, underpinned by critical appraisal of theory and evidence, to inform practical application of their skills.

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Module Learning Outcomes

By the end of the module, students should be able to:

1. Critique the purpose of a curriculum.
2. Discuss different types of curriculum.
3. Analyse stakeholders, drivers and factors influencing curriculum design and development.
4. Identify tensions in implementation of curriculum development and strategies to facilitate change.
5. Critically appraise the alignment of curriculum development, delivery and approaches to assessment.
6. Design and critically analyse a curriculum or curriculum component for their own educational setting.

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Mode of Delivery

This module will be delivered entirely online, through a Virtual Learning Environment (Moodle).Ìý

Participation will be through online interaction and peer collaboration – both synchronous and asynchronous.

Formative Assessment

Students will undertake a formative (but mandatory) critical analysis of a curriculum development case study (for example, the integration of the General Medical Council’s Generic Professional Capabilities framework into postgraduate clinical training curricula; or the introduction of degrees in nursing via an apprenticeship route), focusing on drivers for change; tensions and challenges in implementation; and implications for education and assessment of learners and faculty development.Ìý

Tutor and peer review feedback on critical analysis will help develop students’ skills for their summative assessment

This course will be facilitated by ¹û¶³Ó°Ôº teaching staff who will facilitate forum discussions on Moodle and video seminars.

Summative Assessment

This 30-credit module is assessed with a 3,500 word assignment in which you critique an aspect of curriculum development you have been involved in, observed or designed.

Engagement Requirements

¹û¶³Ó°Ôº expects students to attend all the scheduled learning events which appear on their timetable as this gives students the best chance of academic success. This includes all events set out in the Programme handbook or those provided to students during a module, including personal tutorials.

Students are expected to engage fully with their online learning, both synchronous sessions and self-directed study.Ìý Faculty require a minimum of 50% attendance of all teaching events. This minimum 50% includes all compulsory synchronous sessions on the module timetable.Ìý Synchronous sessions can only be missed in exceptional circumstances. ÌýStudents are required to notify PGME in advance if they cannot attend the compulsory sessions.