Understanding the structure

A critique of the Certificate IV in Allied Health Assistance Curriculum

David SchmidtHealth Education and Training Institute –

Rural and Remote Portfolio

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Acknowledgements

Ron KerrGale CowledDeb Stead

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Overview

A snapshot of the qualificationEducational philosophy and curriculum model Integration of theory and practiceMeeting needs of learners and teachersOutcomes of the curriculum Is the curriculum effective?An eye to the future

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Certificate IV in Allied Health Assistance – a snapshot

What is it?Who is it for?Who provides the training?How is the training provided?Who needs to understand the curriculum?

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Structure

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Curriculum

“A clear and coordinated approach to teaching and learning throughout the qualification”

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Foundations of the curriculum: educational philosophy

“…vocational training is based on the philosophy that analysis of the job ... [determines] what is to be learned, and it is from analysis that the objectives are derived… There is no alternative to mastering the skills required on the job if the training is to be

relevant” (McBeath 1997)

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Curriculum model choice

Complex modular construct Product / objective model (although external

degree model for RPL)Competency based assessments to demonstrate

attainment of pre-determined educational objectives

Tension between rigidity and flexibility

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Curriculum congruence: integrating theory and practice

Contains theory and practical componentsCompetency-based assessment relies on practical

applicationAllows for experiential, informal and opportunistic

workplace-based learningRelies on experienced educators within the

workplace

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Assessing progression: how learning is demonstrated

Structured assessments workplace-based via distance learning portfolio of evidence

Direct observation of workplace performance and skills application against the predetermined competency standards.

Building of skills inhibited by modular construct

Meeting learners’ needs

• Online, face to face or hybrid multimodal delivery• Learning and assessment or assessment only / RPL

pathways• Reliant on educator flexibility

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Flexibility: allow for different teaching methods

Framework dictates what must be taught, but not how

Constructivist methods encouraged (vs instructivist)

Balance between formal and informal learning strategies dependent needs of the workplace type of skill being taught capabilities of educator

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Understanding curriculum outcomes: how the curriculum is assessed

Large body of information within the curriculum documents on how students are assessed

Information on how the curriculum itself is assessed and reviewed is limited

Learning resources undergo review and validation from end users

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Empowering learners

Learners can self-direct learning through: ‘Pick and mix’ opportunity to match the course to

self-assessed learning needsOpportunity to apply their own scenarios to

learning examples and to assessment tasks. RPL pathway emphasises the learner guiding the

assessment process, establishing their own brief of evidence and taking a lead role in the demonstration of their skillbase

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Effectiveness of the curriculum

Congruence to the matching of philosophy, model and means of integrating theory and practice

Rigid, competency-based structureReliance on the skill-base of the teacherFlexibility in teaching opportunities

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An eye to the future: through an emancipatory lens

Cert IV AHA meets needs of existing workforceReinforces existing power relationshipsSupervisory skills is a growing issueRecent research focuses on cooperative rather

than supervisory relationshipsDoes the RN / EN relationship provide a model?

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Conclusions

The curriculum for the Certificate IV in Allied Health Assistance appears complex and contradictory

Prescriptive framework coupled with minimal guidance for educators

Limited information available on outcomesValidation through end-user feedback is essential