Sequencing the content and the spiral curriculum

Published on 01/06/2015 by admin

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Last modified 01/06/2015

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12 Sequencing the content and the spiral curriculum

Sequencing the content can prove complex. Some approaches may be more effective than others in helping the learner to achieve the expected learning outcomes.

The importance of sequencing

Much attention has been paid to the different elements that comprise the medical curriculum – the learning outcomes, the content of the curriculum, teaching and learning methods, educational strategies and assessment. Less attention has been paid to the overall organisation and sequence of learning within the curriculum. It is important to consider the big picture of the curriculum and how courses are sequenced as well as which courses are included. Sequencing of courses in the curriculum involves:

• The arrangement of courses in a specific order. Prerequisites for one course may include the learning outcomes achieved in an earlier course. The order of courses can help students to organise meaningful patterns in the vast amount of content knowledge so that they are less likely to forget what they have learned and are able to apply knowledge to new problems or unfamiliar contexts. The earlier introduction in the curriculum of clinical experiences provides students with a context for their learning.

• Establishing the connectivity and interdependence of courses. Students should be assisted in identifying connections between what they are currently learning, what they have previously learned, and what they have still to learn.

Guidelines for sequencing

Of prime consideration in the sequencing of courses are:

• The prerequisites. The knowledge or skills that the students need before entering the course.

• The course content. What the students are required to study to master the expected learning outcomes.

• Application of the competencies gained. Students’ continued learning following the course.

Curriculum sequencing involves managing the students’ learning route in a way that makes it easier for them to achieve the learning outcomes. This may involve moving from:

• the simple to the complex

• general information or principles to a more detailed consideration

• basic principles to applications in practice.

This does not necessarily represent the optimum learning sequence. If students fail to see the relevance of courses to their ultimate goals they may lack motivation and learning may be ineffective. This is one reason for the move to introduce clinical courses and experiences earlier in the curriculum.

In some situations the sequencing of courses may be influenced by logistics. In clinical rotations, for instance, students may undertake clinical specialty attachments in different sequences, not all being optimal.

There is no doubt that issues relating to sequencing are complex, but here are two thoughts that merit consideration when the sequence of subjects in a curriculum is being determined:

1. The logical ordering of content that is already obvious to a subject specialist is not necessarily the most appropriate way for a student to learn the subject.

2. The prime aim in ordering the content of a course is to help students to learn most effectively. The introduction of students to patients in the early years of the course leads to better learning of the basic medical sciences.

Early clinical experience

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