871: Curriculum / Program Planning and Evaluation


Module 3

Assessing Program "Fit" and Program "Need" 
Online Class

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Learning Outcomes

At the completion of this module, the student should be able to:

    1. Explore hierarchical relationships impacting program planning/ curriculum change (relationship of the healthcare  educational program to the larger university and environment)
    2. Describe the benefits and strategies for Needs Assessments relevant to course/ program planning.
    3. Beginning program planning
 

Module Topics:

Needs assessments can help answer questions and  learn about  differences between the “what is” of a current program and the “what is desired" in a future program.  Program planning is then based on these findings.  The best courses/curriculum or projects/programs are not worth much if people don’t attend and the program does not meet their needs. Topics included in this session include the following:

To think about-

Let's say we want to add a palliative care course at KUSON in the last year of the program. Is this a good idea? How do we determine if it's a good idea or bad idea? Can we just add a one hour course to the program? Will students like this? Do we need to let the state board know we are doing this? Others?

If we decide we do not want to just add one specific course, but to make palliative care content changes to all courses in the final  semester, what content goes? what content stays? Do students need this content? Are there other ways we might assure that students get this content? 


Readings:

Diamond Ch:3 &6

Billings and Halstead, Chapters 6

Health Professions Education: A Bridge to Quality (2003)Chapter 3, The Core Competencies http://www.nap.edu/openbook/0309087236/html/45.html#pagetop

 

Additional Resources

Concept Mapping and Curriculum Design http://www.utc.edu/Units/WalkerTeachingResourceCenter/FacultyDevelopment/ConceptMapping/

Learning Activities:

    1. How does one assess the external environment as to "need" for a new program or program revisions?  Our reading provides a good overview.  As you think about the palliative care course described under "Module Topics, -to think about" above,  consider criteria discussed in our readings to begin thinking about the "need"  for a palliative care course in your program. 

    2. How does one assess the internal  environment as to "fit" for a new program or program revisions?  Again our readings will provide good direction.  As you consider the "need" for the palliative care course (or other) you will also need to determine the "fit" within your program and school. 

    3. If you were developing a course for your current educational program, what would you need to know about the "fit" of your course to the larger program?  What you can learn about your school concerning the following:

      • Accreditation, College History, Educational Philosophy, Expected Outcomes, Mission Statement, Administration- how the school relates to the larger mission.

      • When you review the course offerings for this program, how do courses required for the degree seem to support learning to meet the program "Expected Outcomes."  

    4. Now review the KUSON Baccalaureate nursing program or KU School of Medicine program described on the web to evaluate using similar criteria.  

Sample Resources for KU SON curriculum information

 

Sample Resources for School of Medicine 

Assignments:

    1. Group discussion question.  So, what are your thoughts about adding that palliative care course (scenario described in our introductory topics and described below) to your curriculum? Do you think this would this be an appropriate fit with your program? A good idea? Why or why not?

      Let's say we want to add a palliative care course to your program in the last year of the program. Is this a good idea? How do we determine if it's a good idea or bad idea? Can we just add a one hour course to the program? Will students like this? Will faculty & administration like this? Do we need to let the state board know we are doing this?

      If we decide we do not want to just add one specific course, but to make palliative care content changes to all courses in the final semester, what content goes? what stays? Do students need this content? Are there other ways we might assure that students get this content?   Ask your group leader to share what you plan to do with the palliative care content and  your top three considerations in this decision at the webBoard.

 

Discussion Questions:

Individual:  Mini-assignment 2: Share your "planning meeting" observations

Group: Ask your group leader to share your initial plans for the palliative care content discussed in Assignment Number 1.  Also share your top three considerations in this decision?   

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Module Evaluation:

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