1 x 5-hour on-line exercises weekly 1 x 4-hour project work weekly
^ = may be enrolled concurrently
1 ^ HLED9101 - Symbiotic Clinical Education for the Health Professions 1 1a HLED9001 - Symbiotic Clinical Education 1 Must Satisfy: ((1 or 1a))
Enrolment not permitted
HLED9005 has been successfully completed
This topic focuses on the major elements of curriculum design and development and their interrelationships ie, intent, context, content, teaching and learning, assessment and evaluation. It provides a theoretical andconceptual framework for understanding the symbiotic nature of clinical education. There is a particular focus on the relationship between curriculum outcomes, context and content and, in turn, the relationship between content,teaching and learning and assessment. The importance of ongoing monitoring and evaluation in the curriculum design and development process is considered. Students examine their own roles and responsibilities in curriculumdesign and development and analyse how they can participate in curriculum decision-making and change. Students apply these concepts and theoretical frameworks in a project focusing on their own clinical context and present theirfindings to others enrolled in the topic
This topic aims to:
Introduce students to the major elements of curriculum design and development
Assist students to understand the relationship between curriculum outcomes, context and content
Assist students to understand the relationship between curriculum content, teaching, learning and assessment
Introduce students to the importance of monitoring and evaluation in the curriculum process
Enable students to consider their own roles in curriculum decision-making and change.
Expected learning outcomes
On completion of this topic students will be able to:
Outline the major elements of curriculum design and development
Utilise the elements in the design of a symbiotic clinical curriculum and examine international examples of symbiosis
Use and apply an outcomes based approach to curriculum design and development
Undertake a situational analysis and apply it to the process of deriving curriculum content from outcomes across a range of social, cultural and 5 educational environments
Utilise the principle of 'assessment drives learning' in matching curriculum content, learning and assessment
Incorporate appropriate monitoring and evaluation methods in the curriculum design and development process
Participate in curriculum design and change processes within their own clinical education contexts.
Key dates and timetable
Timetable details for 2019 are no longer published.
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