Conceptions of curriculum are described by different authors to help us understand the impact each approach has on learning. Self-actualization, technology, social reconstruction and academic rationalism seem to be the four dominant orientations that appear across the readings and continue to be used. Feminist pedagogy is discussed by Pratt (1994) but seems to have been dropped.
The main conceptions of curriculum are grounded in assumptions related to curriculum patterns that help us to understand the nature and purpose of curriculum (Al Mousa, 2013). Conceptions are used to analyze curriculum frameworks and help educators take a multifaceted approach to examining and developing curriculum. The literature supports the idea of a blended and connected approach to curriculum design which consists of using more that one conception to support student learning, development, and, personal and professional growth.
Curriculum as technology involves outcome-based education and focuses on process. This approach is concerned with developing a technology of instruction when the focus is on the presentation of material and less on the learner (Eisner & Vallance, 1974). Standardized testing is valuable to use when curriculum is required to meet certain skills especially for emergency protocols that need to be mastered and assessed. When learning precise technical skills, students are fixated on getting competencies signed off which can overshadow the development of other skills needed to be a good clinician. Technology emphasizes methods of achieving clear objectives (McNeil, 2006). This approach serves a purpose in health education but requires other approaches that will develop well-rounded health care professionals.
Humanistic curriculum, self-actualization, and individual fulfillment involve individualism and personal growth. Pratt (1994) stresses the development of the individual personal and fulfillment through education that nurtures self-concept. This means that educators need to provide experiences where learners make personal meaning from their learning. Curriculum is seen as liberating process that sees learners develop good character and demonstrates good work qualities (McNeil, 2006). This approach requires the educator to take the approach of nurturer, mentor or guide where students feel safe to make mistakes and learn from those mistakes that result in significant and meaningful learning.
Health care education also requires academic rationalism where students are trained to think. Academic rationalism prepares students for life by developing critical thinking, hypothesizing, synthesizing and researching (McNeil, 2006). Engaging students in problem solving will help prepare them for real world experiences.
Social reconstruction relevance focuses on social change. This orientation concentrates on the needs of society over individual needs and introduces students to problems within societies (McNeil, 1996). What better way to introduce social issues related to health care especially with the aging population and the need to examine the social determinants of health? These are just a few examples of how the conception of curriculum enriches the teaching and learning experience.
Health Care education requires authentic, innovative curriculum that supports the practice and development of critical thinking skills, self-regulated learning, appreciation and concern for others, along with meeting specific skills-based learning outcomes. Health care education is governed by licensing and accrediting bodies and it is easy to get fixated on ensuring that our curriculum checks all of the boxes located on competency profiles and meets all of the standards. Educators need to facilitate the development of problem solving skills, appreciation for diverse perspectives, respect for others, self reflection, practice ethical decision making, and interdisciplinary collaboration that will prepare learners for the rapidly evolving health care profession.
Al Mousa, N. (2013). An examination of cad use in two interior design programs from the perspectives of curriculum and instructors, pp. 21-37 (Master’s Thesis).
Eisner, E., & Vallance, E. (Eds.). (1974). Five conceptions of the curriculum: Their roots and implications for curriculum planning. In E. Eisner & E. Vallance (Eds.), Conflicting conceptions of curriculum (pp. 1-18). Berkeley, CA: McCutchan Publishing.
McNeil, J. D. (2006). Contemporary curriculum in thought and action (6th ed., pp. 1-13, 24-34, 44-51, 60-73). Hoboken, NJ: John Wiley & Sons.
Pratt, D. (1994). Curriculum perspectives. In D. Pratt, Curriculum planning: A handbook for professionals (pp. 8-22). Fort Worth, TX: Harcourt Brace College Publisher.
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