Course Title:

Curriculum Design and Development in Health Professions Education

. Course Duration:

12 Weeks (One academic semester)

 Course Number and Code

MHPE 602

 Credit Hours:

3 Credit Hours

. Prerequisite / Co-requisite Courses:

- Prerequisite: Foundations of Health Professions Education (MHPE 501)

- Co-requisite: Instructional Design in HPE (MHPE 503)

Course Coordinator:

Dr. Amina Hassan 

Email: amina.hassan@university.edu

 Course Overview

This course equips students with the theoretical and practical tools to design and evaluate curricula in health professions education. It covers curriculum models, outcome-based education, alignment principles, and program evaluation. Students will engage in real-world projects and reflective practices to apply their learning effectively.

 Course Objectives / Intended Learning Outcomes:

Global Objectives:

- Understand and apply evidence-based approaches to curriculum development.

- Develop outcome-based educational programs.

- Evaluate the effectiveness of curricula using structured tools.

Specific Objectives:

- Identify and compare different curriculum models (cognitive domain).

- Develop a curriculum plan based on Kern’s Six-Step Approach (Psychomotor Domain)

- Reflect on ethical and contextual issues in curriculum development (affective domain).

Course Contents:

Week 1: Introduction to Curriculum in HPE

Week 2: Curriculum Theories and Principles

Week 3: Models of Curriculum (e.g., Spiral, PBL)

Week 4: Kern’s Six-Step Approach

Week 5: Needs Assessment

Week 6: Learning Outcomes

Week 7: Teaching & Instructional Strategies

Week 8: Assessment of Learning

Week 9: Program Evaluation

Week 10: Curriculum Mapping

Week 11: Curriculum Reform Challenges

Week 12: Student Presentations and Peer Review

 Teaching and Learning Methods:

- Interactive Lectures

- Group Projects

- Curriculum Design Workshops

- Peer Feedback

- Reflective Writing

- Online Forums and Discussions

 Student’s Assessment Methods:

Group Curriculum Design Project – 40%

Reflective Portfolio – 20%

Written Exam (MCQ + SAQ) – 20%

Peer Assessment – 10%

Class Participation – 10%

 Course Evaluation (Methods and Tools):

- Course feedback surveys

- Peer review reports

- Faculty self-evaluation

- Rubric-based evaluation of projects

- Participation analysis

 Required Resources (Human and Non-Human):

Human Resources:

- HPE Faculty Experts

- Guest Educators

- Mentors for Curriculum Projects

Non-Human Resources:

- LMS (e.g., Moodle)

- Access to HPE journals and libraries

- Audio-visual equipment

- Curriculum mapping tools

 Recommended Readings and References:

1. Kern DE, Thomas PA, Hughes MT. Curriculum Development for Medical Education: A Six-Step Approach.

2. Prideaux D. ABC of Learning and Teaching: Curriculum Design.

3. Harden RM. AMEE Guide No. 21: Curriculum Mapping.

4. Biggs J, Tang C. Teaching for Quality Learning at University.

5. Articles from Medical Teacher, Academic Medicine, and Advances in Health Sciences Education.

Objective Integration Note

The course ensures alignment between cognitive, psychomotor, and affective domains through targeted objectives, teaching strategies, and assessments—supporting holistic student development and curriculum integrity.

Designing a course for medical students depends on the level of training (e.g., undergraduate, pre-clinical, clinical), subject area (e.g., anatomy, pharmacology, internal medicine), and the learning outcomes you want to achieve. Below is a general framework for designing a medical education course that can be adapted to specific topics or levels.

🩺 Course Title: Foundations of Clinical Medicine

Target Audience

• 2nd or 3rd-year medical students (pre-clinical to early clinical phase)

📚 Course Duration

• 12 weeks (1 academic semester)

3 hours/week (1 hour lecture + 2 hours practical/tutorial

🔍 Course Objectives

By the end of this course, students will be able to:

1. Understand core principles of human physiology and pathology.
2. Conduct basic patient assessments including history-taking and physical exam.
3. Interpret common laboratory and imaging results.
4. Demonstrate basic clinical reasoning and differential diagnosis formulation.
5. Apply evidence-based practices in clinical decision-making.

🧩 Course Structure

Week 1: Introduction to Clinical Reasoning

• Lecture: Principles of clinical reasoning
• Tutorial: Case-based discussion (simple presentation)
• Assessment

Week 2-3: Cardiovascular System

• Topics: Cardiac anatomy/physiology, common diseases (e.g., MI, heart failure)
• Skills: BP measurement, heart sounds
• Labs: ECG basics
• • Case Study: Chest pain
• Week 4-5: Respiratory System
• • Topics: Asthma, COPD, pneumonia
  • Skills: Respiratory exam, interpreting chest X-rays
  • Case Study: Shortness of breath
• Week 6: Midterm Exam
• • MCQ + OSCE-style short stations
• Week 7-8: Gastrointestinal System
• • Topics: Hepatitis, peptic ulcer, GI bleeding
  • Skills: Abdominal exam, interpreting liver function tests
  • Case Study: Abdominal pain
• Week 9: Infectious Diseases
• • Topics: Common infections, antimicrobial stewardship
  • Skills: Infection control, interpreting CBC & cultures
  • Case Study: Fever of unknown origin
• Week 10: Neurology Basics
• • Topics: Stroke, seizures, headache
  • Skills: Basic neurological exam
  • Case Study: Unconscious patient
• Week 11: Ethics and Communication
• • Topics: Breaking bad news, informed consent
  • Role-play: Communication scenarios
  • Assessment: Reflective journal submission
• Week 12: Final Exam + Clinical OSCE
• • Written: MCQs, case-based questions
  • Practical: OSCE with 5 stations
• 📝 Assessment Methods
• • Quizzes (weekly): 10%
  • Midterm Exam: 20%
  • Practical Skills / OSCE: 30%

·              Final Written Exam: 30%

·              Reflective journal: 10%

🧠 Teaching Strategies

• Interactive lectures (using clinical cases)
• Small group tutorials
• Skills labs with standardized patients or mannequins
• Simulation and role-playing
• E-learning modules (for revision)

📖 Suggested Resources

• "Bates’ Guide to Physical Examination and History Taking"
• "Clinical Microbiology Made Ridiculously Simple"
• "Robbins Basic Pathology"
• Online platforms: AMBOSS, Osmosis, Lecturio