Session 1: DNA structure and function
Overview & Objectives
Click the play icon below to view the overview presentation.Checklist
Discussion, activities, and assignments are due by 11:59 pm (Eastern Time) on the days or dates listed.
PresentationsView presentation 1byFriday of week 1 of Session 1View presentation 2byFriday of week 2 of Session 1
ActivitiesRespond to the Pre-Session Introduction VoiceThreadDue byFriday of week 1Blog: Curriculum Philosophy ReflectionDue byFriday of week 1; respond to two peers bySunday of week 2
AssignmentsPlease refer to the Assignments tab in the course menu for directions and submission for each assignment listed below:Submit CD Project ProposalDueSunday of week 2
Session Menu
Scroll down to view session content or use the menu buttons above to advance to a specific section.
You can return to this menu at any time by selecting the up icon (^) found at the bottom of each section..
Readings.
The readings listed below provide a framework for the presentations and discussion board questions. They were carefully selected to be informative, relevant and user-friendly. As good preparation for the session's activities, read all assigned book chapters first before working on course activities. Resources will either be linked below, in your textbook or located in the E-Reserves.Overview:The readings provide thoughtful publications on HP curriculum issues as well as an overview and examples of the 6 Step Approach to curriculum development (Thomas, et al). Aoki’s chart provides the foundational philosophies underpinning curriculum development which you will need to read in preparation for completing Assignment 1. As you read the following chapters and articles, think about possible applications to your work in curriculum development. Focus on the relevant components of each reading since they may not always related to the topics covered.Directions:On the Course Navigation Menu, click the E-Reserves link to access the articles for each session.
- Required ReadingWeek 1
Aoki, T. T. (1985).Toward curriculum inquiry in a new key. (Occasional Paper #2). University of Alberta. Edmonton, Alberta, Canada, 9-10.Cook, M., Irby, D.M., & O'Brien, B.C. (2010).Educating physicians: A call for reform of medical education. (pp. 24-26). John Wiley & sons (Table 1.1 and Table 1.2)Sklar, D.P., Hemmer, P.A., & Durning, S.J. (2018). Medical education and health care delivery: A call to better align goals and purposes.Academic Medicine, 93(3), 384-390. - Week 2
Thomas PA and Kern DE (2016). Introduction and Chapter 1. Overview. In Thomas PA, Kern DE, Hughes MT, Chen BY (Eds).Curriculum Development for Medical Education: A Six-Step Approach(3rd ed, pp.1-10). Johns Hopkins University Press. - Optional Reading
Benner, P, Sutphen, M., Leonard, V & Day, L. (2009).Educating nurses: A call for radical transformation. Jossey-BassCooke, M., Irby, DM, O’Brien, BC (2010).Educating physicians: A call for reform of medical school and residency. Jossey-BassGlassick, C.E., Huber, M.T., & Maeroff, G.I. (1997).Scholarship assessed: Evaluation of the professoriate. Jossey-Bass.Lee, T.T. & Prober, C.G. (2018). A proposal for a shared medical school curricular ecosystem.Academic Medicine, 93(8), 1125-1128.Polverini, P.J. (2012). A curriculum for the new dental practitioner: Preparing dentists for a prospective oral health care environment.American Journal of Public Health, 102(2), e1-e3. 
Presentation
Week 1Overview of Curriculum Development in the Health ProfessionsThis presentation provides an overview of the historical, philosophical and pedagogical underpinnings of curriculum development, as well as the social and health policy/health care trends and issues and the contextual, scientific, technological, and professional issues that impact HP curricula.DirectionsWatch the video presentation below. For a full view with interactive capabilities, including an interactive transcript and notes area, click on the Watch in Panopto icon in the lower right corner- Week 2Overview of the Six-Step ApproachThis presentation provides an overview of the six steps of curriculum development.DirectionsWatch the video presentation below. For a full view with interactive capabilities, including an interactive transcript and notes area, click on the Watch in Panopto icon in the lower right corner
Activities
Activity: Introduction VoiceThreadBe sure you have responded to the Introduction VoiceThread from the Pre-Session.Once posted, revisit the VoiceThread to listen to your peer postings and optionally leave a response comment.To access VoiceThread:Select theVoiceThreadlink from the left hand course navigation menu and then click the "Link to VoiceThread Course Page" link at the top.
Activity II: BlogCurriculum Philosophy Reflective BlogIn Ted Aoki’s (1985) work he talks about three orientations to teaching and learning.The empirical way has become most prevalent not only in medicine but in many fields and disciplines.Society gives great value and credibility to measured, scientific, outcome-oriented, quantitative evidence.However, health professions practice in the realms of both science and art.Aoki challenges curriculum designers to consider and incorporate other ways of thinking and learning into their curriculum.The situational interpretive orientation gives meaning to experience through communication and situational analysis.This allows for the interpretation and meaning making of the lived experience.Incorporating activities that foster interdisciplinary communication and weaving the lived experience throughout the curriculum challenges the student to fully understand the meaning of the learning.In the critical orientation, the health provider recognizes the duty to society.As Aoki says, “this is critical knowing that combines reflection and action” (p. 100).Indeed, in the health professions this is a call to action to improve society through performance, competence, quality, and kind-heartedness.In this 500-1000 word reflective paper, consider these orientations and how you have experienced related activities in your own educational journey. Finish with implications for your curriculum: how do you see these orientations incorporated into your project?Directions:Select theBloglink in the left course menu, then click theCreate Blog Entrybutton to compose your responseby Fridayof Week 1.Return to the blog area and continue the conversation (click theCommentbutton to respond to a post) with at leasttwo of your peersby 11:59Sunday of Week 2.
Discussion vs. Blog ActivityThis course has discussion forum activities and blog post activities in several sessions. Although these two tools are very similar in functionality and can be used interchangeably for most cases, there are some differences in their intended purposes. A 'discussion board' or 'forum' typically serves as a platform where learners can engage in interpersonal interactions to exchange ideas or opinions. It is a “many-to-many” platform, most likely replicating the class debates in a traditional classroom. Usually, the discussion board posts are expected to be 1 to 3 paragraphs long with one-paragraph long peer responses each.A 'blog post' is usually longer than a discussion post, a page long in most cases. And, it is a “one-to-many” communication platform in nature. Blogs are less formal compared to an assignment submission. Learners can deliberate their ideas in details in a conversational style. Peers can provide short comments or feedback to the blog posts in some cases.
