Curriculum & CISP program-Suman 2012-2.ppt

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2. Curriculum Vs Syllabus

3. CURRICULUM
Intended aims &
objectives, content,
experiences,
outcomes and
processes of the
educational
programme
Training structure
Assessment
system
Length
Expected methods of
learning, teaching,
feedback and supervision.
Syllabus content:
Knowledge, skills,
attitudes, expertise
to be achieved.

4. Formal plan of
educational
experiencesand
activitiesoffered to
a learnerunder the
guidance of an
educational
institution.
4

5. 1. Needs assessment
Epidemiology? Learner needs? National
requirements?
2. Statement of overall
purpose
Mission, vision, graduate characteristics, aims
3. Specific intended
achievements
Objectives, outcomes, competences
4. Curriculum
organisation
Framework, integration, core + options, themes,
modules, assessment system
5. Educational
experiences
Learning and teaching methods, resources,
feedback and support, practical experience, sites
6. Implementation
Feasibility, alignment of objectives, teaching
methods and assessment
7. Curriculum evaluation plan

6. Produces specific
outcome as defined
or expected
Is efficientin terms
of man, money and
minutes
Is open and
responsiveto
change
7

7. 8
Content; (syllabus) includes general and
specific learning objectives (SLO)
Teaching and learning strategies;
Assessment processes; and
Evaluation processes.
The process of defining and organising these
elements into a logical pattern is known as
curriculum design.

8. Objectives
Assessment planning
Material
Methods
Evaluation
Curricular components

9. 10
1.Subject-oriented Curriculum: Discipline basedor System based.
2. Competence-based Curriculum: Task-oriented or activity-based
curriculum. Example__
What should a learner be able to do with what he/she learns during
the course?
3. Experience based Curriculum: Problem based or community based
(COME).
4. Core Curriculum: Based on essential knowledge and skills. It is must
know & performance based.

10. Student centered___________ Teacher centered
Problem based____________ Information gathering
Integrated________________ Discipline based
Community based__________ Hospital based
Electives________________ Standard
Systematic________________ Opportunistic
Approach to curriculum planning

12. 13
Curriculum is expected to meet with the
health needs of the communities.

13. Vision 2015 –Where it Stands ?

14. Addressing the areas of graduateand
postgraduatemedical education including
examination patterns
ethicsof medical practice, equivalenceof
various degrees and courses
enhancement of remunerations for medical
teachers
and setting up standardsfor accreditation of
medical colleges..

15. Quality Improvement Capacity building Performance based
incentives
Curricular reforms
Restructure, optimize
Vertical & Horizontal integration
Expand learning opportunities
By innovative approaches
Doctors Teachers
Faculty development
Well defined career paths
Increase eligibility age
Faculty
Financial
Performance based career advancement
Research grants/funding
Institution
Performance and quality based accreditation
Grants
Objectives of Reforms in Medical Education

16. To standardize the output of graduate
medical education in the form of an ‘Indian
Medical Graduate’
A skilled and motivated basic doctor.

17. These reforms focus on enhancing
integration, clinical competency, flexibility
and improvement in quality of training

18. Global Trends
Indian context
Locally relevant and feasible changes

19. To systematically address issues
Develop strategies to strengthen the medical
education and health care system
So that indian medical graduates match or better
the international standards.

20. Foundation Course
Early Clinical Exposure
Integration –Vertical and Horizontal
Skill Training / Competency based Training
Electives
Student doctor method of Clinical Training
Secondary Hospital Exposure
Newer teaching techniques –skill labs etc
Community Oriented Education

21. Foundation Course
Early Clinical Exposure
Integration –Vertical and Horizontal
Skill Training / Competency based Training
Electives
Student doctor method of Clinical Training
Secondary Hospital Exposure
Newer teaching techniques –skill labs etc
Community Oriented Education

22. 24

23. Foundation Course
▪Goal:The goal of the Foundation Course is to prepare a
student to study medicine effectively. It will be of two
months duration after admission.

24. A. Orientation of student to
Medical profession & physician’s role in society
MBBS program
Alternate health systems in country
Medical ethics, attitude and professionalism
Health care system and its delivery

25. A. Orientation of student to
National health priorities and policies
Patient safety and biohazard safety
Principles of family practice
Indian medical graduate document of MCI
The medical college and hospital

26. B. Enable students to acquire skills in
Language
Interpersonal relationship
Communication
Learning skills including self directed learning
Time management
Stress management
Use of information technology

27. C. Train the student to provide
First aid
Basic life support

28. Orientation
Subject Foundation
Language foundation
Computer/ ICT foundation
2 weeks 6 weeks

29. 31

30. Kreb’s
cycle
Citrate
α-ketoglutarate
Succinyl CoA
Succinate
Fumarate
Malat
e
Oxaloacetate
Isocitrate
Pyruvate
Acetyl
CoA
Why do I
have to
learn this?
It is so
boring
I thought I was
learning to be
a doctor!
32

31. 33

32. Early Clinical Exposure
Early Clinical Exposure (ECE) is a teaching
learning
methodology, which fosters exposure of the
medical
students to the patients as early as the first year
of
medical college.
Observation during Early Clinical Exposure-an effective instructional tool or a bore
Elizabeth K. Medical Education. 2003, 37: 88-89.

33. Pre-clinical
disciplines
Clinical
disciplines
35

34. Why ECE?
Elizabeth K. Medical Education. 2003, 37: 88-89.
36

35. The goals of ECE are to provide
•context and relevance to basic science teaching
•some gain in medical knowledge
•few basic clinical skills and
•wide range of attitudes.
Elizabeth K. Medical Education. 2003, 37: 88-89.
37

36. Classroom
setting
Hospital
setting
Community
setting
Case discussions
Patient brought to classroom
Hospital visit
Primary care exposure
Community visits
Training in basic clinical skills
Demonstration of clinical problems
CONTEXT
RELEVANCE
38

37. Paper cases
Photographs
X-rays
Laboratory reports
ECG
39

38. Forms a crucial part of initiation into medicine
Smoothens the transition from layperson to student
physician
Opportunity to bring relevance and contextualize
basic science learning
To learn basic clinical skills
Enhances motivation
Encourages them to learn professional behavior
McLean M. Education for Health. 2004, 17 (1): 42-52.
40

41. Integration is the organization of teaching
matter to interrelate or unify subjects
frequently taught in separate academic
courses or departments (Harden et al, 1984)
Occurs when relevant components of the
curriculum are connected and related in
meaningful ways by both the students and
teachers.

42. Integrated teaching just makes sense!
It is just like eating biryani. ..
You’d never eat rice, salt, oil, turmeric, chicken,
eggs, mint and masalasseparately!

43. Avoids redundancy and duplication
Promotes learning in context
Meaningful and relevant learning
Seeks to integrate contents across basic and
clinical sciences
Better retention (Rosse, 1974)
Promotes faculty communication

45. HORIZONTAL
VERTICAL
Anatomy, Physiology,
Biochemistry
Medicine, Surgery, Ob/Gyn,
Anesthesia
Anatomy, Pathology, Surgery
Physiology, Pharmacology,
Medicine
TOPICS
ORGANS-
SYSTEMS-
THEMES
CASES

46. Isolation
Awareness
Harmonization
Nesting
Temporal
Coordination
SharingCorrelationComplementary
Multi
disciplinary
InterdisciplinaryTransdisciplinar
y
not a theme or topic selected for this
purpose, but the field of knowledge as
exemplified in the real world.
Harden R Med Edu 2000. 34; 551

47. BASIC SCIENCES
CLINICAL
PARA CLINICAL
PRE CLINICAL
CLINICAL SCIENCES
20%
60%
80%
80%
40%
20%
Vision 2015

49. Lack of will
Leadership support
Infrastructure
Resources
Implementation of change: mindsets,
resistance, more work

51. Doctor –Patient Communication
Interpersonal communication
Team communication

52. The elective postings are of two months
each at the end of the II MBBS (elective 1)
and III MBBS Part I (elective 2).
56

53. Emergency medicine
Preventive cardiology
Nutrition
Medicolegal aspects
Diabetes
Sports medicine
Medical education
Research methodology
Mental health
57

54. Learning through clerkship/ student doctor method
by involvement in patient care as a team memberin
investigations, management and performance of
basic procedures
Focus on common problem seen in OPD &
emergency
To provide sufficient skills development for
competent practice

55. Emphasis on a significant part of training at
primary & secondarylevel with compulsory family
medicinetraining.
Restructuring clinical training so that parts of it
would be ‘core’ requirements and others would be
‘elective’ postings.

56. A mandatory & desirable comprehensive list of skills
has been planned and would be recommended for
MBBS Graduate.
Certification of skills would be necessary before
licensure.

57. Each medical college would be linked to the local
health system
-including CHCs, taluka hospitals & PHC centers
-that can be used as training base for medical
students

59. Restructuring the Undergraduate medical
course
total duration of MBBS course will remain 5 ½
years.
course will be restructured to enable student to be
more participatory and competent.

61. Course YearsMonths
Foundation Course~ 2 Months
I –MBBS 1 Year ~
II –MBBS 1 Year ~
Elective –1 ~ 2 Months
III –MBBS I 1 Year ~
Elective –2 ~ 2 Months
III –MBBS II 1Year ~
Internship 1 Year ~
TOTAL 5 Years6 Months

62. Newer learning experiences through introduction
of foundation courses placed at crucial junctures,
clerkships/ student doctor clinical mode of
teaching and electives.
Early clinical exposure starting from the first year
of the MBBS course.

63. Alignment and integration (horizontal and
vertical) of instruction.
Integration of principles of Family Medicine
Emphasis on clinical exposure at secondary care
level.
Competencybased learning.
Greater emphasis on self-directed learning.

64. Integration of ethics, attitudes and
professionalisminto allphases of learning.
Encouragement of learner centric approaches.
Ensure confidence in core competencies so as to
practice independently.
Assessmentof newer learning experiences,
competencies, integrated learning and subject
specific content.
Acquisition and certification of essential skills.

69. 73

70. Divide into 4 groups
Discuss your implementation strategies
Do force field analysis
•Foundation course
•ECE
•Integrated system
•Clinical skill
Present to the class
74

71. Multiple level –Change,
Multiple Stakeholders
Cost of Change
Making change happen at departmental level

72. Shedding beliefs
Cognitive structuring
Faculty development

73. 77

74. Faculty Development Program to support
curricular Innovations
Capacity development across the country
Develop guidelines and supportive
documents

75. Medical Education Unit Coordinators –355*3
Faculty Members from each college –355*35

77. Regional Centers
Medical Education Unit Coordinators
MCI-National
Team
Faculty Members from Each college

78. Regional Centers –17*5
Medical Education Unit Coordinators –355*3
MCI-National
Team
Faculty Members from Each college –355*35

79. MCI Initiative
Step wise
implementation
Selected areas
RTC/ MEU/ MC
New Network
Variability in
capacity
Short time
355 colleges
Poorly developed
educational units

80. Multiple level –Change,
Multiple Stakeholders
Variability in ability of RTC/ MEU/ trainers
Develop materials in context to reforms
Motivation of MEU/ Directors for change
Faculty Development rather than workshop
attendance
Making change happen at departmental level

81. New challenges
Need for new skills
Foundation course
Integrated teaching
Early clinical exposure
Teaching clinical skills

83. 88

84. 89