Overview

Good curriculum planning and design is an essential part of any medical and health professional programme. This module focuses on planning and designing programmes, courses and sessions in academic, health service and clinical settings. This module introduces the concept of curriculum planning and gives students the opportunity to plan, design and evaluate a curriculum in their own educational context.

The indicative content will include: Sharing an understanding of what constitutes a 'curriculum' The political & educational context within which curricula are planned and developed Curriculum approaches, models and structures in medical and HPE Curriculum theory and research The curriculum planning and design cycle Course and session design Lesson planning Evaluation and quality assurance Leadership in curriculum development AI in curriculum developmentI - Introduction to leadership in MHPE & curriculum development - Introduction to interprofessional education in MHPE & curriculum development - Writing reflective commentaries and mapping to AdvanceHE criteria - Introduction to studying & writing at M level

Assessment Strategy

Pass (50 – 59%):** Students will demonstrate a basic level of knowledge, understanding, and skills required for meeting the learning outcomes. Students will demonstrate a general level of understanding of the practical and theoretical perspectives and are able to make some references to relevant literature. For the critical analysis, students will have attained a basic knowledge of material contained in set texts or reading materials with the links between theory and own practice fairly clear in parts. Students will have satisfactorily completed essential assessment exercises. Written work will be acceptable but with a number of errors evident.

Merit (60 -69%):** Students will demonstrate a sound level of knowledge, understanding, and skills required for meeting the learning outcomes. Students will demonstrate familiarity with and the ability to apply a range of approaches, methods and conceptual tools. Self-reflection and practice improvement will be based on reasonable theoretical rationale. There will be evidence of attaining a sound knowledge of material contained in set texts or reading materials and undertaking wider reading. All completed assessment exercises will be at a proficient level. Written work will be of good quality, based on the module materials , but with some good evidence of wider reading and critical thinking.



Distinction (70% and over): Students will demonstrate a high level of knowledge, understanding, and skills for meeting the learning outcomes. Students will demonstrate a high level of analysis of own experience in relation to the theories and applications of the theories. There will be evidence of attaining an advanced knowledge of material beyond that contained in set texts and work within this category will show evidence of considerable wider reading and critical thinking. All completed assessment exercises will be at a high standard. Written work will be clear and concise, with few errors. Higher A marks require clear evidence of wider reading and critical thinking.

Learning Outcomes

• Critically appraise the key principles and learning theories underpinning curriculum design and lesson planning in clinical, university based and interprofessional contexts.

• Demonstrating self direction and originality in evaluating the application of different curriculum models and structures, their benefits and disadvantages.

• Reflecting on theory, evidence and practice identify your own educational and leadership learning needs in relation to curriculum development.

• Synthesise and evaluate learning theories in relation to course design, setting learning outcomes and designing a lesson plan.