Tensions in curriculum development
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Tensions in Curriculum Development. Prof Della Freeth. Clarifying curriculum. Not simply a syllabus with assessments - Whole learning experience, planned and unanticipated Curriculum as: written delivered Received Formal and hidden curricula. Tensions - not so much . More like .

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Tensions in Curriculum Development

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Tensions in Curriculum Development

Prof Della Freeth


Clarifying curriculum

  • Not simply a syllabus with assessments - Whole learning experience, planned and unanticipated

  • Curriculum as:

    • written

    • delivered

    • Received

  • Formal and hidden curricula


Tensions - not so much ...


More like ...


Tension Triangles – KnudIlleris

  • How we learn: learning and non-learning in school and beyond

  • 2007, Routledge

  • Published in Danish in 1999


Individual learning triangle

Content/cognition

Incentive/emotion

Interaction

Social

environment


Interaction triangle

Individual

Interaction

Social situation

(e.g. classroom,

simulation, workplace)

Societal situation

Environment


Illeris’ learning model

Individual

Content/cognition

Incentive/emotion

Interaction

Social situation

Societal situation

Environment


Think of model as creative tensions supporting curriculum development ...


WHO Patient Safety Curriculum for Medical Schoolswww.who.int/patientsafety/education/curriculum/en/

  • Introduced 2009, being piloted in 10 countries, ‘multiprofessional’ guide under development

  • 258 pages “... a comprehensive, ready-to-teach, topic-based patient safety programme” p4


Approach

  • Detailed teachers’ notes and presentation slides provided. Also some case studies.


Eleven topics:

  • What is patient safety?

  • What is human factors and why is it important to patient safety?

  • Understanding systems and the impact of complexity on patient care

  • Being an effective team player.

  • Understanding and learning from errors.

  • Understanding and managing clinical risk.


Topics continued

  • Introduction to quality improvement methods.

  • Engaging with patients and carers.

  • Minimizing infection through improved infection control.

  • Patient safety and invasive procedures.

  • Improving medication safety.


Patient safety curriculum and Illeris’ model

  • Is content dominating at present?

  • Will the suggested activities provide emotions/incentives that support positive and enduring learning?

  • How can we focus on productive tensions and balance points between content, emotion and social environments?


Some thoughts ...

  • Importance of variety (e.g. stimulus material, structure of learning opportunity; perhaps also which corner of the individual triangle leads)

  • Strategic choice of learning environments, playing to the strengths of each: workplaces, classrooms, residential and leisure settings, physical simulations, virtual worlds, drama, archives of patient experiences, media archives, ...


Some other tensions


Thread or block?


I favour


Exotic or mundane?


Error reduction or error recovery?

  • See Dror, I. (2011) A novel approach to minimize error in the medical domain: Cognitive neuroscientific insights into training. Medical Teacher, 33(1):34-38


  • Theory and ideals, societal expectations, national policy ...

  • Daily realities in workplaces, patients’ homes, public spaces


Challenges

  • How might you use the Illeris model to:

    • plan and enliven patient safety education?

    • Attend to tensions that you encounter?


Thank you

  • [email protected]


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