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| ORIGINAL ARTICLE |
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| Year : 2022 | Volume
: 17
| Issue : 3 | Page : 600-602 |
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Critical appraisal of curriculum content for undergraduate academic curricula under Faculty of Allied Health Sciences, Datta Meghe Institute of Medical Sciences (Deemed to be University) as against principles of curriculum design
Gaurav Vedprakash Mishra1, Archana Dhok2, Tripti Srivastava3, Rohan Kumar Singh1, Prerna Anup Patwa1
1 Department of Radiodiagnosis, Jawaharlal Nehru Medical College, Wardha, Maharashtra, India
2 Department of Biochemistry, Jawaharlal Nehru Medical College, Wardha, Maharashtra, India
3 Department of Physiology, Jawaharlal Nehru Medical College, Wardha, Maharashtra, India
| Date of Submission | 04-Aug-2021 |
| Date of Decision | 29-Jun-2022 |
| Date of Acceptance | 25-Aug-2022 |
| Date of Web Publication | 2-Nov-2022 |
Correspondence Address:
Dr. Gaurav Vedprakash Mishra
Department of Radiodiagnosis, Jawaharlal Nehru Medical College, Wardha, Maharashtra
India
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/jdmimsu.jdmimsu_297_21
Background: A judicious mix of all three domains makes the curriculum better suited to the needs of the learner. At the same time, the curricula can be considered for their compliance with certain qualities such as the degree at which the curriculum addresses the cognitive domain, psychomotor domain as well as affective domains. Moreover, the design of the curricula should be such that they should be standardized for all interested learners taking into mind their different mental and psychological makeup. On this front, principles of curriculum design were given by The Curriculum Centre and are considered as standard of reference for this present study. Materials and Methods: Rapid review of literature with reference to curriculum of Intensive Care Technology, Biomedical Sciences, Clinical psychology, and Physician Assistant under faculty of Allied Health Sciences, Datta Meghe Institute of Medical Sciences (Deemed to be University) in the academic year 2020–2021 for purpose of their “Typing” with principles of curriculum design was done. Results: The academic curricula included in the present study were found to adhere to the principles of richness of knowledge, curriculum designed with memory of the learner in mind, curriculum designed for novices and not experts. However, they were found to be not in consonance with the principles of domain specificity, coherence, cumulation, and academic challenge. Conclusion: The undergraduate course curricula of academic course curricula launched under the Faculty of Allied Health Sciences included in the present study have been critically appraised on the basis of their adherence with the principles of curriculum design as proposed by The Curriculum Centre.
Keywords: Centricity, curriculum, evaluation
How to cite this article:
Mishra GV, Dhok A, Srivastava T, Singh RK, Patwa PA. Critical appraisal of curriculum content for undergraduate academic curricula under Faculty of Allied Health Sciences, Datta Meghe Institute of Medical Sciences (Deemed to be University) as against principles of curriculum design. J Datta Meghe Inst Med Sci Univ 2022;17:600-2 |
How to cite this URL:
Mishra GV, Dhok A, Srivastava T, Singh RK, Patwa PA. Critical appraisal of curriculum content for undergraduate academic curricula under Faculty of Allied Health Sciences, Datta Meghe Institute of Medical Sciences (Deemed to be University) as against principles of curriculum design. J Datta Meghe Inst Med Sci Univ [serial online] 2022 [cited 2023 Feb 8];17:600-2. Available from: http://www.journaldmims.com/text.asp?2022/17/3/600/360204 |
| Introduction | |  |
It is said that a curriculum should always be in a state of change and should not be still. It can be mentioned that ideal curricula are the ones which are always inclusive of the most recent advances and current trends in the respective subjects in addition to the contemporary and historical aspects of the subject. The learner is aimed to be subjected to curricula which prepare the learner in all three domains of learning – cognitive, psychomotor, and affective.[1] A judicious mix of all three domains makes the curriculum better suited to the needs of the learner. At the same time, the curricula can be considered for their compliance to certain qualities such as the degree at which the curriculum addresses the cognitive domain, psychomotor domain as well as affective domains. Moreover, the design of the curricula should be such that they should be standardized for all interested learners taking into mind their different mental and psychological makeup. On this front, principles of Curriculum design were given by The Curriculum Centre and are considered as standard of reference for this present study.
In the academic year, 2020–2021, undergraduate courses curriculum of Bachelor of Science in Intensive Care Technology,[2] Biomedical Sciences,[3] Clinical psychology,[4] and Physician Assistant[5] were launched in the Faculty of Allied Health Sciences, Datta Meghe Institute of Medical Sciences (Deemed-to-be-University), the curricular inclusions for which were the document of interest for the present study. It is vital to determine the standing of the curriculum prepared for a new course for undergraduates with regard to principles of curricular design.[6] The present study attempts to delineate the curricular inclusions for the said curricula as against principles of curriculum design.[6] The present study attempts to delineate the curricular inclusions for the said curricula under Faculty of Allied Health Sciences, Datta Meghe Institute of Medical Sciences (Deemed-to-be-University) as against principles of curriculum design.[6]
| Materials and Methods | | |
Period of study: Six months
Design: Descriptive study.
Procedure
Rapid review of literature with reference to curriculum of Bachelor of Science in Intensive Care Technology, Biomedical Sciences, Clinical psychology, and Physician Assistant under faculty of Allied Health Sciences, Datta Meghe Institute Of Medical Sciences (Deemed to be university) in academic year 2020–2021 for purpose of their “Typing” with principles of curriculum design was done.
Data and collection tools
- The curriculum of Bachelor of Science in Intensive Care Technology under Faculty of Allied Health Sciences, Datta Meghe Institute of Medical Sciences (Deemed-to-be University)[2]
- The curriculum of Bachelor of Science in Biomedical Sciences under the Faculty of Allied Health Sciences, Datta Meghe Institute of Medical Sciences (Deemed-to-be-University)[3]
- The curriculum of Bachelor of Science in Clinical psychology under the Faculty of Allied Health Sciences, Datta Meghe Institute of Medical Sciences (Deemed-to-be-University)[4]
- The curriculum of Bachelor of Science in Physician Assistant under the Faculty of Allied Health Sciences, Datta Meghe Institute Of Medical Sciences (Deemed-to-be-University)[5]
- Principles of curriculum propounded by The Curriculum Centre.[6]
| Ethical clearance | | |
The Institutional Ethics Committee of DMIMSDU has approved the Research work proposed to be carried out at Jawaharlal Nehru Medical College, Sawangi(M), Wardha. Date : 16th Dec 2020 with Reference no DMIMS(DU)/IEC/2020-21/155.
| Results | | |
According to the seven principles of curriculum design by The Curriculum Center,[6] the various principles of curriculum design are as follows:
- Knowledge-rich
- Domain-specific
- Coherent
- Cumulative
- Academically challenging
- Written with memory in mind
- Written for novices, not experts.
The principle of richness in knowledge can be exactly considered equal to the number of subject-centered inclusions in the said curriculum as these are the inclusions which deal with the cognitive component of learning. Here, the principle of richness in knowledge can be said to be achieved as the subject-centered inclusions are in majority and thereby lead to an inference of adherence to the curriculum with principle of richness in knowledge.
There is no demarcation of the curricular inclusions on the basis of domains with reference to must know, desirable to know, and nice to know here. Therefore, the principle of domain specificity cannot be deciphered concludingly for the included curricula in the present study.
Although the program outcomes for the said curriculum have been defined, there is no demarcation of the curricular inclusions on the basis of the program-specific outcomes and course outcomes. Therefore, the principle of coherence of curriculum cannot be concludingly inferred to be adhered to for the included curricula in the present study.
The principle of domain specificity when adhered to leads to a proper and logical sequencing of the curricular inclusions making it easier for the learner to assimilate reproduce and apply the knowledge learned. As there is no specificity with reference to domains of must know, nice to know and desirable to know, the principle of cumulation cannot be said to be adhered to here for the included curricula in the present study.
As there is no adherence to the principles of domain specificity, coherence, and cumulation, the principle of the curriculum being academically challenging cannot be concludingly inferred to be adhered to for the included curricula in the present study.
Here, the principle of richness in knowledge is adhered to. Therefore, it can be concluded that the principle of the curriculum being designed with memory of the learner in mind stands to be adhered to for the included curricula in the present study.
These curricula belong to courses designed for undergraduates. Moreover, the said course curricula can act as a gateway for eligibility for the postgraduate courses, specialized programs in the core subjects included in the present curricula. Therefore, it can be inferred that the principle of the curriculum being written for novices and not experts stands adhered to for the included curricula in the present study.
The observations are tabulated as shown in [Table 1]. | Table 1: Adherence of included curricula with principles of curriculum design as per the curriculum centre[6]
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| Discussion | | |
Taking into account the 7 principles of curriculum design,[6] all the curriculum documents included in the present study have been evaluated against and have been found to be adherent to the principles of richness in knowledge, principle of the curriculum to designed with memory of the learner in mind and principle of the curriculum deficient in adherence to the principles of domain specificity, coherence, cumulation, and academic challenge, respectively.
When these principles are broken down further, they can be found to be strongly interlinked with each other and their adherence being dependent upon each other. The principle of richness in knowledge is said to be the direct reflection of the subject-centricity of the said curriculum taking into reference all the curricular inclusions which are under the subject-centricity type. The component of richness in knowledge can be considered to be directly in linkage with the cognitive component covered by the curricular inclusions.
When the curricular inclusions are demarcated into proper domains as must know (core), desirable to know and nice to know (noncore), the principle of domain specificity stands tall and adhered to. This makes the curricular inclusions adherent to the principle of cumulation.
Similarly, the principles of coherence demand that the curricular inclusions need to be processed so that the program outcomes, course outcomes, and program-specific outcomes are chalked out and are mapped with each other.
The principle of the curriculum being capable of inducing academic challenge for the learner needs previous adherence of the curriculum to principles of domain specificity, coherence and cumulation progressively.
The principles of curriculum being written with the memory of learner in mind stands adhered to as this is in direct relation and linkage with the principle of richness of knowledge as both are reflections of the cognitive component of the curriculum.
At last, the included courses being undergraduate level courses have the potential to be stepping stones for entering into specialized programs as well as post-graduate programs based on the core subjects included in the said curricula. The learners which are in phase of learning for the said curricula have qualified for their entry on the basis of they having cleared the higher secondary/intermediate examination and on the basis of the said eligibility have been admitted to the concerned “Undergraduate Course.” As such, the nature of the courses at hand in the present study are for “Novices” and not for “Experts” is self-evident.
| Conclusion | | |
The undergraduate course curricula of academic course curricula launched under the Faculty of Allied Health Sciences included in the present study have been critically appraised on the basis of their adherence to the principles of curriculum design as proposed by The Curriculum Centre.[6] There are observed variations from the ideal scenario of curricular centricity which may be subject to further consideration and modifications.
Financial support and sponsorship
Nil.
Conflicts of interest
There are no conflicts of interest.
| References | | |
| 1. | Bloom B, Mesia B, Krathwohl D. The Affective Domain & the Cognitive Domain. Taxonomy of Educational Objectives. Vol. 2. New York: David McKay; 1964.  |
| 2. | Course Curriculum for Bachelor of Science in Intensive Care Technology. Department of Anaesthesia, Faculty of Allied Health Sciences, Datta Meghe Institute of Medical Sciences (Deemed to be University); 2020-2021. |
| 3. | Course Curriculum for Bachelor of Science in Biomedical Sciences. Department of Biochemistry, Faculty of Allied Health Sciences, Datta Meghe Institute of Medical Sciences (Deemed to be University); 2020-2021. |
| 4. | Course Curriculum for Bachelor of Science in Clinical Psychology. Department of Psychiatry, Faculty of Allied Health Sciences, Datta Meghe Institute of Medical Sciences (Deemed to be University); 2020-2021. |
| 5. | Course Curriculum for Bachelor of Science in Physician Assistant. Department of Medicine, Faculty of Allied Health Sciences, Datta Meghe Institute of Medical Sciences (Deemed to be University); 2020-2021. |
| 6. | The Principles of Curriculum Design. The Curriculum Centre, Future Academies; 2019. |
[Table 1]
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