A CE must be able to:

1.     Plan and conduct a needs assessment

2.     Systematically design and plan the implementation of a curriculum

3.     Evaluate an educational program

• Official Royal College Requirements Document for the Curriculum Unit

• Primary Review Form (To be filled by Unit Supervisor)

• McMaster Task List for Curriculum Unit

• McMaster Reading List for Curriculum Unit

By the end of this Unit, the CE will be able to:

1.  Demonstrate competence in systematic educational design, by

• describing and contrasting commonly used educational design approaches 

• analyzing a commonly used design approach with reference to supporting education theories

2.  Demonstrate competence in needs assessment, by

• differentiating perceived, observed, organizational (institutional), and societal needs

• discussing the advantages, challenges, and implications of commonly used needs assessment instruments

• preparing and conducting a needs assessment 

3.  Demonstrate proficiency in setting learning goals and objectives, by 

• defining and comparing the terms “goals,” “learning objectives,” and “milestones”

• defining three broad domains of learning objectives

• composing clear and effective learning objectives using appropriate levels-of-learning taxonomies

• composing clear and effective milestones using appropriate levels-of-learning taxonomies

• describing the use of curriculum mapping or blueprinting to ensure that objectives are linked to teaching and assessment

4.  Demonstrate comprehension of the challenges of curriculum implementation, by

• determining the human, fiscal, and physical resources required for the delivery of a new educational initiative

• outlining critical factors for success in the implementation of a new curriculum

• discussing the necessary elements of curriculum maintenance 

5.  Demonstrate proficiency in program evaluation, by

• describing and comparing common program evaluation models

• evaluating a curriculum

6.  Demonstrate comprehension of the importance of the education environment, by

• explaining the influences on and interactions within an educational environment, which is embedded within interconnected and complex health and medical education systems

• defining the concept of the “hidden curriculum” and describing the implications of this phenomenon

• Please refer to the McMaster Task List for Curriculum Unit for a complete listing of the summative and formative assessments required for this unit. 

• Primary Review Form (To be filled by Unit Supervisor)

Articles

• Bennett N, Lockyer J, Mann K, Batty H, LaForet K, Rethans JJ, et al. Hidden curriculum in continuing medical education. J Contin Educ Health Prof. 2004;24(3):145–52.

• Bice-Stephens W. Designing a learning-needs survey—10 steps to success. J Contin Educ Nurs. 2001;32(4):150–1.

• Bordage G, Harris I. Making a difference in curriculum reform and decision-making processes. Med Educ. 2011;45(1):87–94.

• Evans DE, Estcourt CS. A practical guide to building a national curriculum. Br J Hosp Med. 2007;68(11):612–5.

• Ehrenberg RG, Brewer DJ, Gamoran A, Willms JD. Does class size matter? Sci Am. 2001;285(5):78–85.

• Goldenberg D, Andrusyszyn MA, Iwasiw C. A facilitative approach to learning about curriculum development. J Nurs Educ. 2004;43(1):31–5.

• Gozu A, Windish DM, Knight AM, Thomas PA, Kolodner K, Bass EB, et al. Long-term follow-up of a 10-month programme in curriculum development for medical educators: a cohort study. Med Educ. 2008;42(7):684–92.

• Harden RM. AMEE Guide No. 21: Curriculum mapping: a tool for transparent and authentic teaching and learning. Med Teach. 2001;23(2):123–6.

• Harden RM, Sowden S, Dunn WR. Educational strategies in curriculum development: the SPICES model. Med Educ. 1984;18(4):284–97.

• Krackov SK, Pohl H. Building expertise using the deliberate practice curriculum-planning model. Med Teach. 2011;33(7):570–5.

• Malik AS, Malik RH. Twelve tips for developing an integrated curriculum.  Med Teach. 2011;33(2):99–104.

• Windish DM, Gozu A, Bass EB, Thomas PA, Sisson SD, Howard DM, Kern DE. A ten-month program in curriculum development for medical educators: 16 years of experience. J Gen Intern Med. 2007;22(5):655–61.

Books

• Kern D, Thomas PA, Hughes MT. Curriculum development for medical education: a six-step approach. 2nd ed. Baltimore (MD); Johns Hopkins University Press; 2009.

• Sherbino J, Frank JR, editors. Educational design: a CanMEDS guide for the health professions. Ottawa: Royal College of Physicians and Surgeons; 2011.

Book chapters

• Donaldson SI. Developing program impact theory. In: Program theory-driven evaluation science: strategies and evaluations. New York: Taylor and Francis Group; 2007. p. 20–39.

• Donaldson SI. Formulating, prioritizing, and answering evaluation questions. In: Program theory-driven evaluation science: strategies and evaluations. New York: Taylor and Francis Group; 2007. p. 40–8.

• Harden RM. Curriculum planning and development. In: Dent JA, Harden RM, editors. A practical guide for medical teachers. 3rd ed. Edinburgh: Churchill Livingstone; 2009. p. 8–16.

• Prideaux  D. Curriculum development in medical education: from acronyms to dynamism. Teaching Teacher Educ. 2007;23 (Apr):294–302. 

• Stufflebeam DL. The CIPP model for evaluation. In: Stufflebeam DL, Madaus GF, Kellaghan T, editors. Evaluation models: viewpoints on educational and human services evaluation. 2nd ed. Boston: Kluwer Academic Publishers; 2000.