The focus for this module is the principles, theories and practices around programme design. Within this module, the focus is on planning educational interventions delivered over time. Participants will be introduced to change management processes and evaluation skills. Specifically the module will: Introduce students to the principles, theories and practices of curriculum design Enhance their ability to design and plan learning experiences Provide a framework for considering quality assurance and improvement for educational interventions

Theories and principles in curricula development/design Planning sequential learning experiences Designing coherent and well-aligned programmes of study A framework for considering quality assurance and improvement

Demonstrate an understanding of the principles of curriculum development and course design. Describe the purposes and types of course evaluation. Demonstrate an awareness of the implications of quality assurance and improvement for professional practice. Outline effective educational change management processes including the drivers, barriers and catalysts to implementation. Design of a unit, module or subject, or a curriculum for a whole course or degree programme using constructive alignment. Plan an evaluation strategy for a unit, module or subject, or a curriculum for a whole course or degree programme. Perform a needs assessment and design a change management plan to facilitate a change in educational practice within a programme.

Manage change effectively within one's own professional context. Engage in systematic and critical reflection on both one's own curricular framework and that of others.

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This module will incorporate existing and latest developments in curriculum design (1-3) and will be delivered through a virtual learning environment (Sulis) with a firm focus active learning and guided independent study (Knowledgeable & Proactive). The learning activities and assessment tasks encourage participants to apply the theoretical knowledge in their day-to-day practice in planning, developing and evaluating their courses or programmes (Knowledgeable & Proactive). Participants will also be encouraged to reflect, evaluate and giving feedback on their own and others work (Responsible, Collaborative, Articulate). 1. R.M. Harden (2001) AMEE Guide No. 21: Curriculum mapping: a tool for transparent and authentic teaching and learning, Medical Teacher, 23:2, 123-137, DOI: 10.1080/01421590120036547 2. David G. Brauer & Kristi J. Ferguson (2015) The integrated curriculum in medical education: AMEE Guide No. 96, Medical Teacher, 37:4, 312-322, DOI: 10.3109/0142159X.2014.970998 3. Olle ten Cate, Huiju Carrie Chen, Reinier G. Hoff, Harm Peters, Harold Bok & Marieke van der Schaaf (2015) Curriculum development for the workplace using Entrustable Professional Activities (EPAs): AMEE Guide No. 99, Medical Teacher, 37:11, 983-1002, DOI: 10.3109/0142159X.2015.1060308