Fiji National University, Suva, Fiji.
James Cook University, Townsville, Australia.
Am J Pharm Educ. 2019 Apr;83(3):6545. doi: 10.5688/ajpe6545.
To determine the level of alignment between course and topic outcomes of a third- and fourth-year pharmacotherapy curriculum. Each topic taught in each course was categorized into subtopics and each subtopic had a set of learning outcomes. The learning outcomes for the courses and subtopics were matched to examine alignment. Cognitive levels were categorized using the Structure of the Observed Learning Outcome (SOLO) taxonomy of prestructural, unistructural, multistructural, relational, or extended abstract. The types of knowledge that the curriculum was intended to instill also were categorized as declarative or functioning. There were eight explicit course outcomes for each course and 140 subtopic outcomes for course 1 and 136 for course 2. Wide variations in alignment between the courses and subtopic outcomes were found. Issues identified included the use of redundant verbs and insufficient alignment and balance of cognitive levels and types of knowledge embedded in each outcome. Alignment between the course and subtopic outcomes was not optimal. Using a constructive alignment analysis, learning outcome issues that need improvement for course alignment were identified. The methodology used here can be applied to other courses to promote effective curriculum design.
为了确定第三年和第四年药物治疗课程的课程和主题结果之间的一致性程度。每门课程中教授的每个主题都被归类为子主题，每个子主题都有一组学习成果。课程和子主题的学习成果进行匹配以检查一致性。认知水平使用观察学习成果结构 (SOLO) 分类法进行分类，分为前结构、单结构、多结构、关系或扩展抽象。课程旨在灌输的知识类型也分为陈述性或功能性。每门课程都有八个明确的课程成果，课程 1 有 140 个子主题成果，课程 2 有 136 个子主题成果。课程和子主题成果之间的一致性存在很大差异。确定的问题包括使用冗余动词以及认知水平和嵌入每个成果的知识类型的一致性和平衡不足。课程和子主题成果之间的一致性并不理想。使用建设性的一致性分析，确定了需要改进课程一致性的学习成果问题。这里使用的方法可以应用于其他课程，以促进有效的课程设计。
