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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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