Teaching and Learning Evidence-Based Practice: Curriculum Development

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Teaching and Learning Evidence-Based
PracticeCurriculum Development

• the art of the possible

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Departures
Destination
Unclear
Via
Lengthy training
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Learning outcomes

• By the end of this session, you will be able to
• Describe how to develop an outcome-based
  curriculum or learning module
• Write learning outcomes for an evidence-based
  practice module
• Describe appropriate teaching and learning
  methods
• Describe appropriate assessment strategies
• Describe strategies for evaluating curricula

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What is a curriculum?

• Everything that happens in relation to the
  educational programme.
• (Genn J, 1995)

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Formal and the informal
On the job
Accidental learning at work
Making and taking learning opportunities at work
Unconscious
Conscious
Accidental learning at home and socially
Structured learning experiences e.g. course,
workshops
Off-the-job
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Curriculum planning cycle
Needs assessment
Curricular cycle
Design
Output
Implementation
Peyton and Peyton, 1998
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Outcome-based curricula
Aims, desired outcomes (will be able
to)and content
Teaching and learning
Assessment
Evaluation
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Curriculum development

• What sort of healthcare worker do we want?
• How will we reflect demands from external
  agencies?
• What outcomes and content should we include?
• What teaching and learning methods should we use?
• How will we assess learners?
• How should we establish links to evaluation?

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Curriculum development

• What sort of healthcare worker do we want?
• How will we reflect demands from external
  agencies?
• What outcomes and content should we include?
• What teaching and learning methods should we use?
• How will we assess learners?
• How should we establish links to evaluation?

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Specialists in adult psychiatry

• work with others to assess, manage and treat
  people of working age with mental health problems
  and contribute to the development and delivery of
  effective services for such people.

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Curriculum development

• What sort of healthcare worker do we want?
• How will we reflect demands from external
  agencies?
• What outcomes and content should we include?
• What teaching and learning methods should we use?
• How will we assess learners?
• How should we establish links to evaluation?

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Curriculum development

• What sort of healthcare worker do we want?
• How will we reflect demands from external
  agencies?
• What outcomes and content should we include?
• What teaching and learning methods should we use?
• How will we assess learners?
• How should we establish links to evaluation?

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Learning outcomes should

• Be written in the future tense
• Identify important learning requirements
• Use language which students can understand
• Be achievable
• Be assessable

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Learning outcomes

• Acceptable verbs
• To describe
• To compare
• To analyse
• To plan
• To take

• Unacceptable verbs
• To know
• To understand
• To appreciate
• To enjoy
• To believe

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Evidence-based practice

• Ask an answerable question
• Access the evidence
• Appraise the evidence
• Apply the appropriate evidence
• Assess the process

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Curriculum development

• What sort of healthcare worker do we want?
• How will we reflect demands from external
  agencies?
• What outcomes and content should we include?
• What teaching and learning methods should we use?
• How will we assess learners?
• How should we establish links to evaluation?

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Teaching and learning

• Personally Im always ready to learn although I
  do not always like being taught

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the planned curriculum
the learned curriculum
the taught curriculum
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Educational strategies

• Student-centred
• Problem-based
• Integrated
• Community-based
• Electives core
• Systematic

• Teacher centred
• Information gathering
• Discipline-based
• Hospital-based
• Uniform
• Apprenticeship

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Spiral Curriculum
Stage 3 - Doer of EBP - Clinical Expert -
Knowledge manager
Stage 2 - User pre-appraised resources -
Shared decision-maker
Stage 1- Replicator - guidelines
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Teaching and learning

• Coomarasamy A, Khan K. What is the evidence that
  postgraduate teaching in EBM changes anything? A
  systematic review. BMJ 2004329

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Teaching and learning methods

• Relevance to learning outcomes and content
• Promotion of critical and logical thinking
• Teaching and supervision of practical skills
• Support for independent study
• Resources available
• Constraints
• Relationship with assessment

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Curriculum development

• What sort of healthcare worker do we want?
• How will we reflect demands from external
  agencies?
• What outcomes and content should we include?
• What teaching and learning methods should we use?
• How will we assess learners?
• How should we establish links to evaluation?

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the planned curriculum
the taught curriculum
the assessed curriculum
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Assessment
Does
Performance review
Workplace-based assessment Critically Appraised
topics
Shows How
OSCE Critical Appraisal Paper
Knows How
Essay papers MCQ, SBA, EMI
Knows
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Curriculum development

• What sort of healthcare worker do we want?
• How will we reflect demands from external
  agencies?
• What outcomes and content should we include?
• What teaching and learning methods should we use?
• How will we assess learners?
• How should we establish links to evaluation?

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Evaluating the curriculum
Curriculum echolalia
Hereditary curriculitis
Curriculasclerosis
Carcinoma of the curriculum
Curriculomegaly
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Kirkpatricks hierarchy
Level 4 Performance change
Level 3 Behaviour change
Level 2 Knowledge change
Level 1 Reaction
Kirkpatrick D, 1967
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Alternatives to EBM
Entertainment-Based Medicine