Building a Curriculum: A Recipe for Success Workshop

Presented by: Christine Racette, Corey Heerschap, and Zehour Al Sabban

Developing a curriculum utilizing Kerns 6+2 steps
Step 1: Problem Identification and General Need Assessment
General needs = Current situation - Ideal situation
3 steps to assess needs:
1. What is currently done?
2. What should be done?
3. What factors affect the problem?
Predisposing: Influence motivation to change
Enabling: Influence effort to change
Reinforcing: Influence the maintenance of the change

Prideaux D. Curriculum design. BMJ. 2003;326(7383):268-70.

Step 2: Targeted Needs Assessment

2 main components:
Identify targeted learners, including individual characteristics and learning style, and
pertinence in solving the identified problem.
Identify content: perceived needs, expectations and goals, existing proficiencies,
resources and preferred learning strategies.

Step 3: Goals and Objective Setting

A goal or objective is the expectant outcome of an endeavour to
effect change
A goal is a general expected outcome
An objective is a more specific expected outcome
Utilize the SMART acronym:
Specific, Measurable, Attainable, Realistic, and Time Bound
Who; Will do; How much; of what; by when?
MacLeod, L. Making SMART Goals
Smarter. PEJ. 2012; 38(2): 68-72.

Types of Objectives:
Learner Objectives
Relate to cognitive, affective, and psychomotor domains
Process Objectives
Related to implementing of the curriculum ie. Amount of participation
Outcome Objectives
Outcomes that affect others besides the learner ie. patients
Step 4: Educational strategies
Choose the proper content and best methods to help achieve the listed goal and objectives.
Many factors have to be considered when choosing the educational strategies including the
congruency, variation and feasibility.
The methods varies between cognitive, affective and psychomotor.
Step 5: Implementing a Curriculum
Curriculum introduction is completed in three phases:
Trial
Provides the ability to receive feedback and make revisions
Phase In
Implementing the new curriculum in steps can reduce resistance rather than a
complete reform all at one time
Total Enactment of Curriculum
In some instances such as if the curriculum is limited in scope the full curriculum
may be enacted at once. In this instance the first use of the curriculum would be
considered the trial phase.

Step 6: Evaluation and Feedback

Kerns steps:
1. Identify users
2. Identify uses
3. Identify resources
4. Identify evaluation questions
5. Choose evaluation design
6. Choose measurement method
7. Address ethical concerns
8. Collect data
9. Analyze data
10. Report results

+1: Maintenance and enhancement

A successful curriculum is continually developing, responding to evaluation results.
Areas of assessment and possible changes include areas affecting the learners, teachers,
administration, written curriculum, evaluation and environmental settings.
Changes and management of curriculum has to involve the faculty and learners as well.
+2: Dissemination
Dissemination is the promotion of a curriculum or its parts to new groups of learners. In some
instances dissemination of the full curriculum is warranted. In others each step of Kerns process
may provide information worthy of dissemination.
There are a number of ways in which to disseminate a curriclum such as:
Creation of interest groups
Webinars
Journal publication
Book Publication
Press Releases

Kingston, J. Choosing a Knowledge Dissemination Approach.

Knowledge and Process Management. 2012; 19(3): 160-170

References for further reading:

(1) Alshammari, A. Curriculum Implementation and Reform: Teachers Views about Kuwaits
New Science Curriculum. US-China Education Review A. 2013; 3(3): 181-186.
(2) Bennett, DS. Teacher Efficacy in the Implementation of New Curriculum Supported by
Professional Development. University of Montana. 2007. Retrieved
from:http://scholarworks.umt.edu/cgi/view...65&context=etd
(3) Bice-Stephens W. Designing a learning-needs survey--10 steps to success. J Contin Educ Nurs.
2001 Jul-Aug; 32(4):150-1.
(4) Doran G. There's a S.M.A.R.T. way to write management's goals and objectives. Management
Review (AMA Forum). 1981; 70(11):35-6.
(5) Effective Goal Setting: Applying SMART Goals. Health Care Registration. 2010; 19(12):5-6.
(6) Grant J. Learning needs assessment: assessing the need. BMJ; 324:156-9.
(7) Hanrahan K, Marlow KL, Aldrich C, Hiatt, AM. Dissemination of Nursing Knowledge: Tips and
Resources. The University of Iowa. 2010. Retrieved
from:http://www.nursing.uiowa.edu/sites/d...0knowledge.pdf
(8) Harden RM. Ten questions to ask when planning a course or curriculum. Medical Education.
1986; 20(4):356-65.
(9) Harden RM, Sowden S, Dunn WR. Educational strategies in curriculum development: the
SPICES model. Medical Education. 1984; 18(4):284-97.
(10) Karni KR, Duckett L. Curriculum design: Questions to ask. Clinical Laboratory Science. 1998;
11(2):78.
(11) Kern DE, Thomas, PA, Hughes MT. Curriculum Development for Medical Education: A SixStep Approach. 2nd edition. United States: The Johns Hopkins University Press; 2009.
(12) Kingston J. Choosing a Knowledge Dissemination Approach. Knowledge and Process
Management. 2012; 19(3):160-70.
(13) Lim P, Pyvis, D. How Singapore junior college science teachers address curriculum reforms:
A theory. Issues in Educational Research. 2012; 22(2): 127-148.
(14) MacLeod L. Making SMART goals smarter. Physician executive. 2012; 38(2):68-70.
(15) McKimm J. Curriculum design and development [web-based learning resource]. London
deanery; 2003 [updated 2007; cited 2015 Jan]. Available from:
http://www.faculty.londondeanery.ac.uk/e-learning/setting-learningobjectives/Curriculum_design_and_development.pdf
(16) Myers P, Barnes, J. Sharing Evaluation Findings: Disseminating the Evidence. NESS; 2004.
Retrieved from: http://www.ness.bbk.ac.uk/support/Gu...uments/647.pdf
(17) Omar MI, Shakil A. How to Spice Up the Curriculum? Archives of Pharmacy Practice. 2010
2010; 1(2):7-8.
(18) Peyton JWR. Teaching & learning in medical practice. Heronsgate Rickmansworth, Herts:
Manticore Europe Ltd; 1998.
(19) Powell C. The Delphi technique: myths and realities. Journal of Advanced Nursing. 2003;
41(4):376-82.
(20) Prideaux D. Curriculum design. BMJ. 2003; 326(7383):268-70.
(21) Urve Lnemets KK-R. The Taba-Tyler Rationales. Journal of the American Association for
the Advancement of Curriculum Studies. 2013; 9(2):1-12.