Intended learning outcomes (knowledge, skills and competences to be developed by the students):
At the end of the Curricular Unit, students should:
- Know the main theories of curriculum and instructional design and be able to apply this knowledge to the design of learning activities,
- using the models currently in use.
- Know the main teaching and learning activities based on scientific evidence and be able to apply this knowledge to the implementation of
- learning activities.
- Know the main factors influencing curriculum design in medicine, including those related to theories and the evolution of medical practice,
- learning theories, social values, the expansion of knowledge, the evolution of health services and policies, accountability and transparency.
- Know and apply the decision-making factors in medical curriculum design.
- Use the following evidence-based learning practices in the context of medical education: small and large group teaching, service learning,
- supervision, mentoring and skills teaching.
Syllabus:
The Science of Learning
- Key themes in curriculum design:
- Educational objectives
- Curriculum structure
- Teaching and assessment
- Curriculum management
- Roles and responsibilities of curriculum stakeholders
- Evaluating the effectiveness of a curriculum
Key issues in instructional design:
- Components of instructional design (objectives, strategies and evaluation)
- Instructional alignment
- Instructional design models relevant to medical education (ADDIE, Nine Events, ARCS and 4C/ID)
Key activities in evidence-based teaching:
- Small groups
- Large groups
- Tutoring, mentoring and coaching
- Service learning
- Simulation (introduction)
- Planning, implementing and evaluating evidence-based pedagogy activities