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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 .

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clarifying curriculum
Clarifying curriculum
  • Not simply a syllabus with assessments - Whole learning experience, planned and unanticipated
  • Curriculum as:
    • written
    • delivered
    • Received
  • Formal and hidden curricula
tension triangles knud illeris
Tension Triangles – KnudIlleris
  • How we learn: learning and non-learning in school and beyond
  • 2007, Routledge
  • Published in Danish in 1999
individual learning triangle
Individual learning triangle

Content/cognition

Incentive/emotion

Interaction

Social

environment

interaction triangle
Interaction triangle

Individual

Interaction

Social situation

(e.g. classroom,

simulation, workplace)

Societal situation

Environment

illeris learning model
Illeris’ learning model

Individual

Content/cognition

Incentive/emotion

Interaction

Social situation

Societal situation

Environment

who patient safety curriculum for medical schools www who int patientsafety education curriculum en
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
Approach
  • Detailed teachers’ notes and presentation slides provided. Also some case studies.
eleven topics
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
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
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
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, ...
error reduction or error recovery
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
slide22

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

  • Daily realities in workplaces, patients’ homes, public spaces
challenges
Challenges
  • How might you use the Illeris model to:
    • plan and enliven patient safety education?
    • Attend to tensions that you encounter?
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