UPSI Digital Repository (UDRep)
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UPSI Digital Repository (UDRep)
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| Abstract : Perpustakaan Tuanku Bainun |
| This case study research aims at giving a description of whether the written curriculum and the
operational curriculum provides scope and opportunity for the development of higher order thinking
skills among students enrolled in Medical Assistant Training Program. The study proceeds with an
evaluation of curriculum coherence between the written and operational curriculum on the infusion
of higher order thinking skills by using Stake Countenance Model. The nature of problem evolves
around the inability of fresh graduates to function in real life situations that leads to
questioning the effectiveness of the training model which presents a gap between the learnt and
written curriculum. The study explores the curriculum's content for the infusion of higher order
thinking skills, whilst lecturers' understanding, planning and delivery of higher order thinking
skills is done through interview, content analysis of the instructional plan and observation of
classroom activities. Students' performance at the level of higher order of thinking is gauged
through content analysis of answer scripts of their summative examination.
The study reveals that the written curriculum caters for the development of higher order thinking
skills in Medical Assistant education, but this was not reflected in the operational curriculum.
While, some structural dispositions like compact content, time limitations on content coverage,
hierarchical form of cognitive arrangement from lower order to higher order thinking, and
assessment which places emphasis on lower order thinking skills was noted in the written curriculum
which affects the development of higher order of thinking; this is further compounded by lecturers'
belief system, pedagogical literacy and approach towards teaching of thinking, and utilization of
teacher-centered approach which deters the development of thinking in Medical Assistant education.
There is a need for collaborative effort between curriculum planners and lecturers to realign the
written and operational curriculum in providing learning experiences which will enhance the
development of higher order thinking skills. This involves curriculum mapping and reorganizing of
content, shifting learning focus from teacher-centered approach to learner-centered practice in
promoting active academic engagement and early infusion of higher order thinking skills in the
training program. Together with this, the assessment techniques and tools should facilitate the
development of higher order thinking skills through reorganizing the Assessment Specification
Schedule which need to focus on a range of higher order of taxonomy in ensuring learners are
developed and tested at higher order of thinking. In addition, there is a need for embracing
continuous development of pedagogical literacy in teaching thinking skills with the fusion of
content mastery among teaching personnel which will enhance the development of higher order
thinking skills in the teaching and learning process. Future studies need to further explore the
area of infusing higher order thinking skills in clinical practice and the ability of students to
bridge theory and practice in clinical settings which will ensure that the product delivered meets
the educational goals.
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