Program Overview

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HLSC664 - Curriculum Design, Assessment and Evaluation in Health Professional Education

Year

2024

Credit Points

10

Campus Offering

The unit is offered online.

Prerequisites

Nil

Unit Rationale, Description, and Aim

This unit empowers students to explore and apply strategies and techniques to optimize health professional assessment and evaluation as a learning and teaching method. It focuses on designing effective curriculum that promotes learner-centered education and inter-professional collaboration in healthcare professional education.

Learning Outcomes

To successfully complete this unit, students will be able to:

• Describe the main principles and features of curriculum design and critically discuss strategies to promote learner-centered education and encourage interprofessional education.
• Analyze selected contemporary assessment and evaluation models and approaches and design an appropriate assessment tool for use in their own practice.
• Apply knowledge and understanding to develop an evaluation tool for use in their own practice.

Content

Topics include:

• Foundational theories and principles of curriculum design
• Planning and designing the curriculum
• Contemporary approaches to assessment in health professional education
• Assessment methods and tools in health professional education
• Program and teaching evaluation models and strategies
• Ethical, moral, and legal issues in curriculum design, assessment, and evaluation

Learning and Teaching Strategy and Rationale

This unit uses an active learning approach, providing students with choice and variety in how they learn. Students are encouraged to contribute to asynchronous weekly discussions and engage constructively with their peers.

Assessment Strategy and Rationale

To successfully complete this unit, students need to complete and submit three assessment tasks:

1. Written assignment with concept mapping (20%): Demonstrates knowledge and understanding of constructive alignment by developing a concept map for an education program or lesson.
2. Written assignment and development of an assessment tool (40%): Enables students to build upon assessment 1 by developing an education program that is constructively aligned and demonstrating knowledge and critical analysis of chosen assessment methods.
3. Written assignment and development of an evaluation tool (40%): Enables students to apply knowledge and understanding of evaluation methods by evaluating their chosen education program/assessment method/assessment tool.

Representative Texts and References

• Biggs, J.B., & Tang, C.S. (2011). Teaching for quality learning at university: what the student does (4th ed.). McGraw-Hill Education.
• Billings, D., & Halstead, J. (Eds.). (2015). Teaching in nursing: A guide for faculty (5th ed.). Elsevier.
• Gardner, J. (Ed). (2012). Assessment and learning (2nd ed.). SAGE.
• Oermann, M.H., & Gaberson, K.B. (2017). Evaluation and testing in nursing education (5th ed.). Springer Publishing Company.
• Reiser, R.A., & Dempsey, J.V. (2017). (Eds.). Trends and issues in instructional design and technology (4th ed.). Pearson.
• Swanwick, T. (2014). Understanding Medical Education: Evidence, Theory and Practice (2nd ed.). John Wiley & Sons.