Analysing the cognitive rigor of interprofessional curriculum using the Depth of Knowledge framework

作者：Karuguti Wallace Mugambi^*; Phillips Julie; Barr Hugh

来源：Journal of Interprofessional Care, 2017, 31(4): 529-532.

DOI：10.1080/13561820.2017.1310718

• Content analysis
• curriculum analysis
• education
• interprofessional education

Interprofessional collaborative practice is widely documented as a strategy to improve quality of healthcare. To develop collaborative practitioners, educators need interprofessional curricula with proper cognitive demand and methods of delivery and assessment. The University of the Western Cape in South Africa incorporated an Interprofessional Core Courses Curriculum for all undergraduate students enrolled in the health sciences faculty. The objective of this study was to analyse the curriculum content to determine its cognitive rigor. Cognitive rigor can be measured by the quantitative content analysis method using the Depth of Knowledge (DOK) framework. This approach tests whether the rigor of instructional activities and assessments is aligned with learning outcomes. The curriculum content evaluated in this study found that assessment activities were less demanding than instructional activities and infrequently aligned with learning outcomes. This approach may be useful to other educators seeking to evaluate and plan interprofessional curriculum.

• 出版日期2017