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    Guidelines For Curriculum Planning: Jose Y. Cueto JR., MD, Mhped Member Board of Medicine

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    Buried_Child
    The document outlines guidelines for curriculum planning, including basic elements such as objectives, content, teaching-learning activities, and evaluation. It discusses the key components of planning a curriculum such as defining goals, objectives, competencies, content, teaching-learning activities, organization of rotations, evaluation of residents, and necessary resources. Instructional design for individual rotations is also recommended to specify learning objectives, content, activities, and resources for each rotation. Overall, the guidelines provide a framework for developing a comprehensive residency training curriculum.

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    Guidelines For Curriculum Planning: Jose Y. Cueto JR., MD, Mhped Member Board of Medicine

    Uploaded by

    Buried_Child
    52 views25 pages
    The document outlines guidelines for curriculum planning, including basic elements such as objectives, content, teaching-learning activities, and evaluation. It discusses the key components of planning a curriculum such as defining goals, objectives, competencies, content, teaching-learning activities, organization of rotations, evaluation of residents, and necessary resources. Instructional design for individual rotations is also recommended to specify learning objectives, content, activities, and resources for each rotation. Overall, the guidelines provide a framework for developing a comprehensive residency training curriculum.

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    Guidelines Curriculum Planning

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    The document outlines guidelines for curriculum planning, including basic elements such as objectives, content, teaching-learning activities, and evaluation. It discusses the key components of planning a curriculum such as defining goals, objectives, competencies, content, teaching-learning activities, organization of rotations, evaluation of residents, and necessary resources. Instructional design for individual rotations is also recommended to specify learning objectives, content, activities, and resources for each rotation. Overall, the guidelines provide a framework for developing a comprehensive residency training curriculum.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    52 views25 pages

    Guidelines For Curriculum Planning: Jose Y. Cueto JR., MD, Mhped Member Board of Medicine

    Uploaded by

    Buried_Child
    The document outlines guidelines for curriculum planning, including basic elements such as objectives, content, teaching-learning activities, and evaluation. It discusses the key components of planning a curriculum such as defining goals, objectives, competencies, content, teaching-learning activities, organization of rotations, evaluation of residents, and necessary resources. Instructional design for individual rotations is also recommended to specify learning objectives, content, activities, and resources for each rotation. Overall, the guidelines provide a framework for developing a comprehensive residency training curriculum.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    of 25

    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

    1.
    2. 3. 4. 5.

    Instructional Design for Rotations (Oncology, Infectious diseases, etc) Objectives Content Teaching-learning activities Resources 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


    1.

    2.
    3.

    Fitts and Posner (1976) Cognitive Phase Associative Phase Autonomous or Fixation Phase

    Psychomotor Skills

    Documentation of progression Assists Supervised operations Operations independently performed

    Operation
    1.Hysterectom y

    1st Assist

    Supervise Independently d performed

    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!

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