GUIDELINES FOR

CURRICULUM
PLANNING
Jose Y. Cueto Jr., MD, MHPEd
Member
Board of Medicine
Overall Plan


CURRICULUM
INSTRUCTION
Curriculum: Basic Elements
Hilda Taba: Curriculum Development:
Theory and Practice
1. Objectives
2. Content
3. Teaching-learning activities
4. Evaluation
Planning a Curriculum

GOAL

GENERAL/SPECIFIC OBJECTIVES

COMPETENCIES OR ABILITIES

CONTENT OR SUBJECT MATTER
Planning a Curriculum
TEACHING-LEARNING ACTIVITIES

ORGANIZATION OF ROTATIONS

EVALUATION OF RESIDENTS

RESOURCES
Planning a Curriculum
Instructional Design for Rotations
(Oncology, Infectious diseases, etc)
1. Objectives
2. Content
3. Teaching-learning activities
4. Resources
5. Evaluation
Planning a Curriculum
Evaluation of Program (by accrediting
body)

Evaluation of Graduates (by certifying
body)
The Goal
Sets the overall target for the whole
training program
May be worded To train residents to
assume the following roles.
The General Objective
What should be accomplished at the end
of the whole program
Emphasis on the role as clinician, in the
diagnosis and management of diseases
The Specific Objectives
The objectives at the end of each year of
training
Different domains: Cognitive
Psychomotor
Affective
The Competencies
The abilities that should be acquired by the
trainee
The competencies include:
Cognitive
Psychomotor
Affective
Interpersonal Skills
Communication Skills
The Content
This specifies all the subject matter that
the trainee needs to learn in the different
domains
Cognitive, Psychomotor, Affective
The Teaching-Learning
Activities
The wide range of learning experiences of
the trainees coupled with the activities
utilized by the trainors to teach, train,
demonstrate
Include actual patient management in
different settings, rounds, presentations,
discussions, conferences
Acquisition of Psychomotor
Skills
Fitts and Posner (1976)
1. Cognitive Phase
2. Associative Phase
3. Autonomous or Fixation Phase
Psychomotor Skills
Documentation of progression
Assists
Supervised operations
Operations independently performed

Operation

1
st

Assist

Supervise
d

Independently
performed
1.Hysterectom
y
2. Cesarian
section
3. Adnexal
surgery
Advantage
Credentialing and privileging
Complete documentation
Use for determining hospital privileges to
be granted
Physician will only be allowed to perform
procedures based on what he was able to
do during training
The Organization of Rotations
Sequence and structure, duration
Covered by the Instructional Design for the
particular rotation
Short periods (1-4 months)
The Evaluation of Residents
The knowledge, skills and attitudes
acquired by the residents during rotations,
at end of rotations, at the end of the year,
and at the end of the training program
need to be assessed
Utilize different methods
Feedback should be given after the
evaluation
Internal and external
The Resources
Sufficient number of trainors
Adequate facilities, equipment, and clinical
material
Support services
Evaluation of Program
To assess the overall quality
Different components
Conducted by appropriate body
Structured system
Evaluation of Graduates
For certification
Written, oral and practical exams
Feedback to institutions
Instructional Design for Rotation
Detailed
Covers each rotation
Communicates what should be learned
during the rotation
Summary
The basic elements of a curriculum were
identified
For planning a residency training
curriculum, additional elements were
incorporated
The guidelines can be modified as the
need arises
Ownership of the curriculum should be
developed to ensure its implementation


THANK YOU!