Curriculum Design and Development

Summary

Eric Alexander discusses the essentials of curricular design, emphasizing the importance of an educational plan that integrates multiple facets of learning. He reviews the history of curricular development, debates on its utility, and different learning viewpoints, including transmission, transaction, and transformation. Alexander outlines five practical steps for curriculum development, including defining objectives, creating a map, organizing content, right-sizing the curriculum, and continuous assessment and improvement. He concludes with an example of designing a medical clerkship curriculum, highlighting the need to consider organizational structures and dynamics.

Takeaways

• 📚 Curricular design involves creating an educational plan that optimizes learning by integrating multiple facets of the process over time.
• 🏭 The concept of curricular design was influenced by the Industrial Revolution, leading to structured and efficient educational techniques.
• 📈 The Flexner report was pivotal in defining the modern approach to medical school curriculum, emphasizing a disciplined approach to teaching.
• 🔍 There is an ongoing debate about the utility of curricular design, with arguments for guiding principles that improve teaching and arguments against over-formality that can stifle creativity.
• 🤔 Three viewpoints of learning affect curriculum design: transmission (facts and skills delivery), transaction (dialogue between student and curriculum), and transformation (personal change and growth).
• 👨‍🏫 Different educational philosophers like BF Skinner, Jean Piaget, and John Jacques Rousseau represent the transmission, transaction, and transformation viewpoints respectively.
• 🛠️ Two conceptual frameworks for curricular development are the social efficiency model, starting with behavioral objectives and moving to content, and the human development model, starting with learner needs and adapting instruction.
• 🗺️ Curricular mapping is a crucial step in the design process, helping to outline themes, assessments, and skills to be taught.
• 🏢 A curriculum must be right-sized and fit well within the organizational structure, considering competing demands and ensuring it aligns with the institution's goals and resources.
• 🔄 Continuous assessment, evaluation, and improvement are vital for a curriculum to evolve and remain effective in facilitating learning.
• 🏥 An example of practical curriculum design is the medicine clerkship at Brigham and Women's Hospital, which emphasizes core knowledge objectives, presentation skills, and professionalism.

Q & A

What is the main focus of Eric Alexander's talk on curricular design?

The main focus of Eric Alexander's talk is to review the background in history related to curricular design, define what a curriculum is, discuss different viewpoints of learning that affect curriculum creation, provide five guiding principles for curriculum development, and offer organizational frames for considering curriculum with current examples.

What are the three key elements that Eric suggests should be considered when designing a curriculum?

The three key elements to consider when designing a curriculum are defining clear objectives, building a curricular map, and organizing and creating a blueprint for the curriculum.

How does Eric define a curriculum in the context of learning?

Eric defines a curriculum as an educational plan that acknowledges learning is optimized when multiple facets of the learning process are synergized, organized, and integrated over time.

What is the historical context of curricular design mentioned by Eric?

The historical context includes the impact of the Industrial Revolution on schooling, the publication of the Flexner report defining the modern approach to medical school curriculum, and the introduction of a disciplined approach to teaching by Tyler, embracing educational psychology and behaviorism.

What is the ongoing debate in curricular design that Eric refers to?

The ongoing debate in curricular design is whether there should be more guiding principles and structured planning to improve teaching, or whether too much formality can constrain learning and stifle creativity and self-direction.

What are the three viewpoints of learning that Eric discusses?

The three viewpoints of learning discussed are transmission, where learning is about transmitting facts and skills; transaction, where learning is a dialogue between the student and curriculum; and transformation, where learning is about personal change and growth.

What are the two conceptual frameworks for curricular development that Eric mentions?

The two conceptual frameworks for curricular development mentioned are the social efficiency model, which starts with behavioral learning objectives and leads to content and instructional methods, and the human development model, which starts with the needs of the learner and their developmental stage.

How does Eric describe the process of building a curricular map?

Building a curricular map involves brainstorming and organizing ideas, defining themes or enduring understandings, planning assessments, and considering standards-based essential skills. It helps in visualizing the curriculum structure and content.

What does Eric mean by 'right sizing' a curriculum?

'Right sizing' a curriculum refers to ensuring that the curriculum fits well within the existing educational structure and is alert to other forces such as politics, human resources, and organizational symbolism that may impact its success.

Can you explain the five steps to curriculum development that Eric suggests?

The five steps to curriculum development suggested by Eric are: 1) Define objectives or endpoints, 2) Build a curricular map, 3) Organize and create a blueprint, 4) Right size the curriculum and be alert to environmental forces, and 5) Assess, evaluate, and constantly improve the curriculum.

What is the practical example Eric uses to illustrate the curriculum development process?

Eric uses the example of designing a curriculum for a medicine clerkship at Brigham and Women's Hospital. He walks through the process of defining objectives, building a curricular map, organizing the curriculum into blocks, right sizing it within the hospital structure, and assessing and improving it based on feedback.

Outlines

00:00

📚 Introduction to Curricular Design

Eric Alexander introduces the topic of curricular design, aiming to review its historical background, define the concept of a curriculum, and discuss different viewpoints on learning that influence curriculum creation. He outlines the goals of the session, which include providing five guiding principles for curriculum development and exploring organizational frameworks. The discussion begins with a thought-provoking question about teaching various skills, emphasizing that a curriculum is an educational plan that optimizes learning by integrating multiple aspects of the learning process over time.

05:00

🏫 Historical Context and Debates in Curricular Design

This section delves into the history of curricular development, highlighting key moments such as the industrial revolution's impact on schooling and the publication of the Flexner report, which defined the modern medical school curriculum. It also touches on Ralph Tyler's disciplined approach to teaching influenced by educational psychology. The ongoing debate between the utility of curricular design and the potential constraints it imposes on learning is presented, with arguments for guiding principles to improve teaching and counterarguments that emphasize the importance of adaptability and creativity in education.

10:02

🤔 Philosophies of Learning and Conceptual Frameworks

The paragraph explores different philosophies of learning, such as the transmission, transaction, and transformational views, and their implications for curriculum design. It contrasts the views of BF Skinner, who supported a transmission model, with those of Jean Piaget and John Jacques Rousseau, who advocated for more interactive and transformative learning processes. The importance of aligning curriculum design with one of these perspectives is emphasized, along with the acknowledgment of various conceptual frameworks for curricular development, including the social efficiency model and the human development model.

15:02

🛠️ Steps to Developing a Curriculum

Eric outlines five practical steps for developing a curriculum: defining objectives, building a curricular map, organizing and creating a blueprint, right-sizing the curriculum to fit within the educational system, and assessing, evaluating, and improving the curriculum. He stresses the importance of considering the curriculum's fit within the larger organizational structure and being aware of external forces that may impact its success. The paragraph also introduces the concept of viewing the curriculum through various organizational 'frames' or lenses to ensure a comprehensive approach to curriculum development.

🏥 Practical Example: Designing a Medical Clerkship Curriculum

The final paragraph provides a practical example of designing a curriculum for a medical clerkship at Brigham and Women's Hospital. It walks through the process of defining objectives, creating a curricular map, organizing the curriculum into blocks, and ensuring it fits within the hospital's structure and educational goals. The importance of faculty development, student assessments, and continuous improvement is highlighted, emphasizing the dynamic and integrated nature of curriculum development within an organizational context.

Keywords

💡Curricular Design

Curricular Design refers to the process of planning and organizing educational programs, including the selection of content, learning experiences, and assessment methods. It is central to the video's theme, as it discusses the historical development, viewpoints, and practical steps involved in creating a curriculum. The script mentions curricular design as an educational plan that optimizes learning by integrating multiple facets of the process over time.

💡Educational Curriculum

An Educational Curriculum is a structured set of learning objectives, content, and experiences designed to facilitate student learning. The script defines it as more than just good teaching or clear objectives; it's about how the educational pieces are put together to create a cohesive learning experience.

💡Learning Viewpoints

Learning Viewpoints encompass different theories and approaches to how learning occurs. The video discusses these viewpoints as they affect curriculum creation, such as transmission, transaction, and transformation models of learning. These viewpoints influence the design and implementation of educational programs.

💡Guiding Principles

Guiding Principles are fundamental rules or beliefs that direct the development and implementation of a curriculum. The script mentions providing five guiding principles for curriculum development, which serve as a foundation for creating an effective educational plan.

💡Organizational Frames

Organizational Frames refer to the structural, human resource, political, and symbolic contexts within which a curriculum operates. The script discusses the importance of considering these frames when designing a curriculum to ensure it fits well within the existing organizational structure and culture.

💡Transmission Theory

Transmission Theory is a model of learning where knowledge is transmitted from the teacher to the student, who is expected to master it. The script contrasts this with other learning theories, suggesting it aligns with the work of B.F. Skinner and emphasizes the teacher's role in delivering content.

💡Transaction Theory

Transaction Theory views learning as a dialogue between the student and the curriculum, where the student actively participates in constructing knowledge. The script positions this theory in contrast to the transmission theory, highlighting the student's role in the learning process.

💡Transformational Process

A Transformational Process in learning refers to a deep change in the learner's understanding, attitudes, or behaviors. The script describes this as an interdependent movement towards harmony between the teacher and learner, with the learner's intrinsic motivation being key.

💡Curricular Map

A Curricular Map is a visual representation of the curriculum's structure, showing the relationships among its various components. The script provides examples of curricular maps, illustrating how they can help in brainstorming and organizing the curriculum's content and assessment methods.

💡Blueprint

A Blueprint in the context of curricular design is a detailed plan that outlines how the curriculum will be operationalized. The script discusses the importance of creating a blueprint to bring together the objectives, content, and methods of instruction into a coherent educational program.

💡Assessment and Evaluation

Assessment and Evaluation are processes used to measure student learning and the effectiveness of the curriculum. The script emphasizes the importance of these processes in the continuous improvement of the curriculum, ensuring it remains dynamic and responsive to student needs.

Highlights

Eric Alexander discusses the fundamental concept of a curriculum as an educational plan that synergizes, organizes, and integrates multiple facets of the learning process.

Curricular design has a historical background, with significant developments about 100 years ago during the Industrial Revolution, likening schooling to factory work.

The Flexner Report had a major impact on modern medical school curriculum design.

Tyler's introduction of a disciplined approach to teaching in the mid-20th century, emphasizing educational psychology and behavior understanding, was another major step forward.

Miller's Pyramid illustrates the progression of learning from knowing to doing, forming a basis for curricular design in the 1970s.

The ongoing debate in curricular design centers around the need for guiding principles versus the argument that formality can stifle creativity and self-direction.

Different viewpoints of learning—transmission, transaction, and transformation—impact how curricula are designed, with references to Skinner, Piaget, and Rousseau.

Conceptual frameworks for curricular development include the social efficiency model and the human development model, each with distinct approaches.

There is a need to consider diverse educational needs on local, regional, state, and national levels, as well as the goals and contexts of teaching, such as discovery versus topic-driven learning.

Five guiding principles for curriculum development: define objectives, build a curricular map, organize and create a blueprint, right-size the curriculum, and assess, evaluate, and improve.

A curriculum map helps outline themes, assessment methods, and essential skills, and can take various forms, such as outlines or visual figures.

The importance of creating a detailed blueprint that operationalizes the curriculum and ensures alignment with educational methods and evaluation techniques.

The significance of considering organizational frames (structural, human resources, political, and symbolic) to ensure a good fit and successful curriculum launch.

Continuous assessment, evaluation, and improvement are essential to keep a curriculum effective and evolving.

Practical examples, such as the medicine clerkship at Brigham and Women's Hospital, illustrate the application of these principles and the importance of defining objectives, creating curricular maps, and engaging faculty.

Transcripts

[Music]

I'm Eric Alexander and I'd like to talk

about curricular design the goals in the

next 15 minutes or so are to review the

background in history as it relates to

curricular design I'm gonna define what

it means to be a curriculum we'll talk

about different viewpoints of learning

that affect how you create a curriculum

but we'll try and be very practical and

we'll end by giving you five guiding

principles for curriculum development

and some organizational frames in which

you should consider your curriculum and

land with some current examples so I'll

start with this I want you to think

through this problem how would you teach

someone to tie their shoe or this how

would you teach someone to sing or

perhaps the hardest question how would

you train someone to be a doctor and the

answers that you have conveyed are

really a plan but the plan is more than

that it really is an educational

curriculum fundamentally a curriculum is

an educational plan that acknowledges

that learning is optimized only when

multiple facets of the learning process

are synergized organized and integrated

over time a curriculum is more than just

good teaching it's more than just having

clear objectives or ensuring that a

skill is mastered a curriculum is really

how the pieces are put together before

we talk about the practical process of

defining and designing a curriculum I

want to talk to you about the history of

curricular development and there were a

few defining moments about 100 years ago

Baban first thought about schooling and

realized that's similar to factory work

coming out of the Industrial Revolution

schooling itself could be reduced to a

structured and efficient technique and

this had major impact also on the

publication of the Flexner report a

Flexner report of course defined the

modern approach to medical school

curriculum about 20 or 30 years later

another big step forward came when Tyler

introduced a disciplined approach to

teaching largely embracing the

educational psychology and the process

and understanding of behaviors and you

may be most familiar here with the

concept of Miller's pyramid

that we've really all come to embrace

that as an student moves forward

they are moving from knowing to knowing

how to showing to finally doing this

really formalized itself than in the

1970s with the field of study that we

now refer to as curricular design but as

soon as this was created there then

followed the debate on the utility of

this process and what is the debate well

on one side it is this concept that we

acknowledge there are guiding principles

that will improve our teaching and the

bigger the deliverable of teaching the

more design that may be needed a plan

really will be helpful but others will

logically argue that you really don't

want to constrain learning that systems

are different needs are different at the

core each of us as learners are

different and that formality at times is

the enemy of creativity and self

direction and that curricular design can

simply lead to too much formality in the

process this ongoing debate has been in

existence for decades and may not ever

end but allows you to put your hands

around the thought process as we move

forward now as we think about designing

a curriculum I'll ask you this

intriguing question what is your view of

learning do you feel that learning at

its core is a transmission it is the

function of schooling simply to be

viewed as transmitting facts skills and

other values to students and the goal is

simply for the student to master

knowledge or is learning really more of

a transaction that at the core the

student is a rational and capable

individual they can intelligently

problem-solve and so education at its

core is a dialogue between the student

and the curriculum in which student

reconstructs the knowledge through a

dialogical process that you really have

to put it in perspective or do you view

learning as a transformational process

this really is all about how the person

the learner changes there's an

interdependence and movement towards

harmony as the teacher and the learner

work together but the students

ultimately must really want to learn

what they desire if you follow the first

concept and believe in the transmission

theory then you really follow BF Skinner

the long term chair of Harvard

department of psychology who championed

this model if you are believer that

education is more of a transaction that

really falls under Jean Piaget who did a

great deal of work and led

the concept and area of child psychology

for decades and if you believe education

is more of a transformational process

and then you are similar to John Jacques

Rousseau who really led the concept of

thought and behavior and education of

following the French Revolution none of

these is correct and none of them is

wrong they are all simply different

viewpoints but they must allow you to

frame your design of a curriculum within

one of these perspectives and equally as

important just so you've heard it once

there are also conceptual frameworks too

curricular development and I will share

two of them with you there is the social

efficiency model the concept here that

you start with behavioral learning

objectives you then move on and

determine the content decisions that

must be made and finally that leads then

to what you teach and the instructional

methods but another equally reasonable

framework is the human development model

this one really starts with the needs of

the learner and their developmental

stage and really understanding the

learner then would allow you to modify

your instructional method to match that

learning style and finally at the end

you progress to content the first is a

little bit that we know what's best and

how it should be taught it's a very

top-down approach but the second is a

blended model the needs of the students

come first learning how to learn is just

as important as the knowledge itself

it's much more bottom-up and making this

even more complex we should acknowledge

that there's a lot of diversity in

education and as we think about

developing any curriculum we can think

that there's diverse needs on a local

regional state or national level there's

a big difference in how you would think

about your own teaching session versus

planning a clerkship or perhaps a four

year curriculum or if you were teaching

kindergarten or you were teaching

professional school and also what is

your goal when you're teaching is it to

discover or is it a topic driven

learning process how are we assessing

the student and what is your role in the

educational process all of these factors

will create equal diversity and

complexity to how you think about a

curriculum

[Music]

but to bring all of this together when

we ask the question what is a curriculum

well it's a system it's a plan it's a

process to facilitate teaching and

learning but it's embedded within your

viewpoint of the learning process in

your conceptual framework for curriculum

design but what's critical here is that

we all acknowledge there is a logic to

how any system of learning and teaching

is created even if we disagree on the

viewpoint or framework you bring to the

process at the end of the whole of the

process is better than the sum of its

part and therefore we should all agree

that curricular planning is critical and

improves the educational process now I'd

like to move from the background into

being more practical and as you think

about designing a curriculum I want to

talk you through five commonly accepted

steps to developing this process and of

course they will be adapted to your own

philosophy of learning and your

framework so first you need to define

your objectives

what are your end points what is it that

you want the goal here really is going

to drive how you think about developing

your curriculum you really do need to be

thoughtful you really need to be

realistic but you do need to define that

end point because at the end of the day

being faithful to the end point will

drive a successful curriculum the next

step is to build a curricular map

knowing where you're going and how

you're going to get there is just as

important as knowing the end point and

you may ask what is a curricular map and

there are many different ways to build

one I show you here simply one that is

an outline or blue skying of different

ideas this was a curriculum map for a

high school unit in here they just

decided to create columns the first was

that they would define the themes that

they wanted to teach what are the

enduring understandings they wanted the

students to know then they talked about

really more assessment how students will

demonstrate their learning and then what

are some standards-based essential

skills etc etc and this allowed them to

really begin to brainstorm and blueSky

the process but you could build a

curricular map that looks more like a

figure this one as you see is a

curricular map related to a writing

course in the grade 12 of high school

and they decided that there would be

some big figures here and kind of over

arching themes that would exist

throughout the course but they could

then really bring down their map to four

big issues the first is that would be

teaching methods there would be writing

activities and then there would be

content standards and then they

essentially filled them out here below

or perhaps most related to the medical

community this is aligning your courses

with educational methods and evaluation

methods so this group was looking to

develop a clerkship for family medicine

and really began by thinking first about

their different courses and then really

thinking about their eleven educational

methods and finally their eight

evaluation methods then for this

clerkship in family medicine they were

able to think for each patient case

presentation that they would align

course experiences evaluation methods

etc a very structured approach each of

these is a very reasonable approach to

curricular mapping the third step then

is to organize and create a blueprint

this is really how it all comes together

now you know where you're going

you've really brainstormed and mapped

out what you need to teach and put

together and this is where you become

the chief operating officer and I will

emphasize to you what I think is a very

important point that the devil really is

in the details as you move on to your

fourth point I'm gonna stress quite a

bit the importance of right sizing your

curriculum and also ensuring a good fit

in the system it's really critical that

you consider the other forces that may

impact your success because I would

argue that the most common reason for

incomplete success is that your

curriculum does not live in a vacuum we

each live within a hospital or another

teaching structure or a separate entity

that has competing demands in your

curriculum must be aware of that and I'd

like to take a little bit of a tangent

to talk further about this concept of

other forces I think one of the best

ways to think about the other forces

that can impact your curriculum is to

return to a book that was written by

leave Ullman and Terry deal that is

referred to as reframing organisations

and they made an argument that as a

leader you should view your organization

and therefore your curriculum through

various lenses realizing that you and

your curriculum exist within a social

construct well what is a lens or they

will refer to it as a frame this is a

set of concepts metaphors and values

which provide us

a folding for organizing experience in

the real world nobody uses only one

frame or one lens at a time all are

important and I'll walk you through

these different lenses or frames first

is the concept that you should view your

curriculum within this entity we refer

to as a structural frame the origins of

this are really more in sociology but in

management science that each of us have

goals in an organization roles and

relationships that we are actually

linked together via a hierarchical tree

and so there are responsibilities there

are rules there are policies there are

procedures but if you don't consider

this when you launch your curriculum the

problem will arise when the structure

does not fit the situation if you are

right here but don't really report up to

notify your supervisor about your

curriculum this can lead to trouble

Boman and deal would also argue that you

should really learn and consider the

human resources frame when you launch a

curriculum because organizations are

more than just a structure they're

really an extended family that we all

have needs feelings prejudices skills

and limitations as a psychological

framework to it but if you launch your

curriculum and you don't take note of

this you will find that the challenge

then will be to tailor the organization

to people find a way for individuals to

get the job done while feeling good

about what they're doing a simple thank

you

a simple showing up to introduce a

speaker as part of your broad curriculum

can go a long way to making them feel

valued a third frame according to Bowman

India will be to make sure you are aware

of the politics of course its origins

are in political science but

organizations are not just structures or

related in terms of the human entity but

they are also at times contests or as

the two authors would discuss jungles

there are differing interests competing

for power and therefore there can be

conflict and competitive nature and so

you have to bargain you have to

negotiate and if you don't the problem

will arise when power begins to be

concentrated in the wrong place so

always be alert to the politics in your

organization and how your curriculum

fits in to that and symbolically take

into consideration that we actually all

value the symbolism of what we are

within a hospital and our organization

so you need to play your part and

symbolically also appreciate what others

are doing for your curriculum

so when I say right size and ensure a

good fit this is really what I'm talking

about

I think there's a real value here in

asking yourself where might I go wrong

with regards to the structural frame or

lens or perhaps the human resource frame

or lens or the political frame or

symbolically what am I missing if you do

that I think you ensure that a much

better fit and a successful launch and

the fifth step to a curriculum as it is

developed is to make sure that you

assess you evaluate and you constantly

improve a curriculum itself is rarely

static it is always evolving so my five

steps that I would recommend to you when

you're thinking about a curriculum

define your objectives or your endpoints

then build a curricular map organize and

create a blueprint as you really think

about operationalizing the process right

size your curriculum and be alert to

those environmental and other political

forces and then always assess evaluate

and improve so I'm gonna end with just a

very practical example and there are

many that we could choose from but I'm

going to speak about designing a

curriculum for the medicine clerkship at

the Brigham and Women's Hospital as I

mentioned to you the five steps I

considered the first is what were my

objectives and my goals in this

curriculum well I would say to myself

you know there are at least twenty kind

of core internal medicine knowledge

objectives if you will the core

knowledge that students do need to learn

during this clerkship but I really also

value their ability to work on their

presentation skills and effective

communication I'm gonna acknowledge that

this is really a difficult objective but

I do value clinical reasoning and that

that will be something we emphasize so

it's not something they have to be

experts on by the end of that 12-week

period but I always expect

professionalism so that's kind of an

expectation I want the students to

emerge from the 12 weeks really able to

own the basic skills and knowledge to

doctor even if there's a lot still left

to learn they can begin the process of

putting it together but by the way I

don't worry about technical skills

procedures etc that's not part of this

12-week effort now the second piece I

told you about was designing and

building a curricular map and I just

kind of scribbled this here just so you

could see I chose again more of a blue

sky organizational process I said first

we'll have to think about the timing you

know maybe I'll have two months on the

inpatient block one month on the

torie block and they do have to be

consecutive here but I want weekends off

that made me just think about that you

know then I thought about locations that

I need everyone to be at least for one

month at the Brigham but I wonder if I

could use the cardiology service or

oncology as a place then I need a second

month at my two other institution

students can be at the VA hospital or

Faulkner etc I discussed all of my

assessments here and then I really began

to think who would I use for my faculty

is there a core faculty or perhaps how

do I use my many other faculty members

that I would consider non core and of

course I just decided I can't lose sight

here of this concept I really need a

curricular map to understand all the

process he said I'm going to be teaching

over the course of 12 weeks so that was

my blue skying process and then we moved

into the blueprint a little more this is

one way we started really getting into

the details is well we then organized

into three four week blocks and they

each have specific dates as you can see

here and then we began looking at who's

at the Brigham for their four weeks

who's at the Faulkner Hospital the West

Roxbury or the ambulatory month and then

we put each person's name so you see

Paul listed here but then he's down for

the second month in ambulatory and then

he's finally out at the VA and so the

blue here represents one class the red

the different one but it's really

getting into the details now I was alert

as I talked you about right sizing and

fitting into a structure that you know I

have a lot of students moving around

there's a lot going on in 12 weeks so

from a structural framework I made sure

I talked to my vice chair and they

always know what's going on and how this

relates to the residency and I do a lot

with primary care from a human resource

frame I made sure I valued everyone who

taught in my clerkship I do a lot of

faculty development times we'll try and

do that over a little bit of dinner as

well it just really adds to the value I

think that the educators feel and

whenever they do come from off-site we

make sure we cover their parking or

occasionally try and feed them if it's a

lunchtime hour now symbolically in my

clerkship I always try and do a group

picture amongst the students I think

they like that and we'll remember that

it gives them a real home I always try

and show up at every teaching session

even if it's just for an introduction

and when we talk about politics I

realize that there's a lot of competing

demands and I always want to put this in

perspective and of course the final step

was assessing evaluating and improving

we do this all the time students

evaluate confidentially we also received

some Ray

for the clerkship from the medical

school centrally and we give feedback

directly to our faculty a via some

internal reviews I'm going to conclude

with this again as we've walked through

the last 15 minutes I think what's

important here is understanding a

curriculum is a system it's a plan it's

a process to facilitate teaching and

learning but it's embedded within your

viewpoint of the learning process in

your conceptual framework for curriculum

development but we should all walk away

from this realizing that a curriculum

and curriculum development helps

learning there's a lot of broad thinking

and developing a curriculum there's a

lot of integrations it's an operations

process and again don't forget that

curriculum live within an organizational

structure that you should analyze your

curriculum through many different lenses

and frames

[Music]

[Music]

you

[Music]