Alignment of the Six-Step Approach to Curriculum Development with the DHPE Programmatic Goals
When reviewing the Doctorate in Health Professions Education (DHPE) program, it becomes evident that the six-step approach to curriculum development aligns with its goals. For example, the first step is problem identification and general needs assessment (Thomas et al., 2015). In the case of the DHPE, this stage is connected to the goal of using communication skills that result in effective information exchange. Here, effective communication helps understand the emotional needs of students and adapt the curriculum.
The second step implies a targeted needs assessment that helps understand professional needs (Thomas et al., 2015). In DHPE, this stage is observed in the student’s ability to practice core concepts. Moreover, the third step involves setting goals and objectives (Thomas et al., 2015). Students of the program undergo this process by using credible information and making informed decisions.
There are other similarities between the six-step approach and the program. For instance, according to the fourth step, selecting educational strategies is essential (Thomas et al., 2015). DHPE applies this step through the educator’s role, illustrating the importance of professional integrity.
The fifth step is concentrated on the implementation (Thomas et al., 2015). By implementing best practices in education, DHPE educators can establish an optimal student learning process. Finally, the last step in the six-step approach is evaluation and feedback (Thomas et al., 2015). In DHPE, scholarly research is essential, as it helps educators advance their practice.
Scope and Sequence of DHPE Program
It is important to emphasize that the scope and sequence of the DHPE program of study achieve the goals set forth by Logan University. The overall goal of the university is to be a group of leaders dedicated to the transformational achievement of its students in the field of health and wellness. The first area that helps achieve this goal is the DHPE’s outcome of effective communication skills. With such soft skills, the students can communicate successfully with patients, colleagues, and the community.
Another aspect is the application of core competencies that encompass practices of delivering quality care using evidence-based practices, all of which contribute to becoming a leader and an expert. Furthermore, the DHPE aligns with the university’s goal through its learning outcomes based on credible information. Using credible information helps make informed decisions, decreasing instances of medical errors. Moreover, the learning outcomes of professional integrity and the development of quality learning experiences help establish morals necessary to align with the university’s mission and vision. Finally, scholarly research is the final aspect, which is aligned with the educational establishment’s goal of understanding the importance of research.
Challenge in Developing Curricula for Allied Health Professionals
A potential obstacle that may arise while creating a curriculum for allied health professionals is the requirement to balance the material’s scope and depth. The field of allied health professions comprises a diverse array of disciplines and specializations, each characterized by a unique set of competencies and expertise. Problem identification and overall needs assessment would be most important to address this challenge.
Identifying a problem effectively encompasses the fundamental subjects and skills, without inundating learners with excessive material, which can pose a considerable obstacle. The program’s aims and objectives should reflect the anticipated results and provide clear guidance for curriculum development (Firstenberg & Stawicki, 2022). Resources that are created with learners in mind encourage engagement and the development of the relevant competencies and abilities (Maben-Feaster et al., 2022). Ongoing review is essential to ensure that the curriculum is efficient, relevant, and accomplishes the program’s objectives (Pugh & Sippel, 2019). Therefore, a curriculum must satisfy program requirements and provide proper depth of material.
References
Firstenberg, M. S., & Stawicki, S. P. (2022). Medical Education for the 21st Century. Books on Demand.
Maben-Feaster, R., Maben-Feaster, R., Hammoud, M. M., Hammoud, M. M., Borkan, J., DeWater, A., DeWaters, A., Gonzalo, J. D., Gonzalo, J. D., Starr, S. R., Skochelak, S. E., & Lomis, K. D. (2022). Health Systems Science Education: Development and Implementation. Elsevier.
Pugh, C. M., & Sippel, R. S. (2019). Success in academic surgery: Developing a career in surgical education. Springer.
Thomas, P. A., Kern, D. E., Hughes, M. T., & Chen, B. Y. (2015). Curriculum development for medical education: A six-step approach. Johns Hopkins University Press.