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Curriculum Development Assignment

Curriculum Development Assignment

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Operational Curricular Perspective

Tasks

Curricular Perspectives

The operational curricular perspectives in effect in medical education

are often different from the claims made in the official curricular

document. There are several factors behind this disparity, which mostly

include operational factors [1].

The curricular perspective which is operational in my institution is a

traditional perspective. A traditional curricular perspective is signified

by class-room environments whereby the instructors deliver knowledge

to the students as it is produced in the textbook without questioning

much, the validity of the contents or their rationale.

A traditional curricular perspective allows for the dissemination of

knowledge as it is, with no emphasis on the application of the core

concepts included in the curriculum to problem-solving and real-life

situations. This is exemplified by multiple examples in my institution. The

biggest example of the application of traditional perspective is the

publication of the curriculum for each subject according to the topics

included within the key textbook for that subject. Furthermore, the

curriculum does set any course objectives or course accomplishment

targets, and the entire focus is on covering the various components of

the subject-matter.

Frame Factors in Implementation of a Mainly Constructivist Curriculum

A constructivist curriculum perspective is defined as one which in which

curriculum is devised in such a way which allows for an opportunity for

the students to form their knowledge based on their personal

assumptions, which are to be guided by the contents of the curriculum.

Therefore, it allows for brainstorming, and real-life application of

knowledge by the students.

If a mainly constructivist curriculum is introduced in my institution, the

following frame factors [2] shall support or impede its implementation:

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Temporal: Frame factors like time, duration, scheduling etc. will support

the implementation, as much time is available to be utilized.

Physical: Frame factors like materials and equipment will support the

implementation, while the natural and built-environment of huge

classrooms may impede it.

Political & legal: The requirements of the university to which the

institution is affiliated may impede the implementation. However,

political influence to revise the curriculum to be in-line with modern

medical institutions may support it.

Organizational: Administrative frame-factors, which derive their

inspiration from the university requirements, may impede the

implementation.

Personal: Factors like student’s prior interests & abilities might impede

the implementation

Economic: Financial constraints might impede the implementation

Cultural: The cultural frame factors are more likely to impede the

implementation.

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1 Operational Curricular Perspective Tasks Curricular Perspectives The operational curricular perspectives in effect in medical education are often different from the claims made in the official curricular document. There are several factors behind this disparity, which mostly include operational factors [1]. The curricular perspective which is operational in my institution is a traditional perspective. A traditional curricular perspective is signified by class-room environments whereby the instructors deliver knowledge to the students as it is produced in the textbook without questioning much, the validity of the contents or their rationale. A traditional curricular perspective allows for the dissemination of knowledge as it is, with no emphasis on the application of the core concepts included in the curriculum to problem-solving and real-life situations. This is exemplified by multipl ...
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