Abstract:

In their 2020 article titled “Developing Personalized Education: A Dynamic Framework”, Tetzlaff, Schmiedek , and Brod proposed a definition of personalized learning as “the data-based adjustment of any aspect of instructional practice to relevant characteristics of a specific learner” (p. 865). As the use of personalized strategies for education becomes more popular, the issue of selecting resources and instructional methodologies has come to the forefront. The research suggests there is “no systematic method by which educators learn to select and create curriculum resources that support personalized instruction” (Mahon, 2016., p.119). It is especially challenging in postgraduate classrooms since, according to adult learning theory, most adult learners prefer to personalize their own learning path, and therefore require active participation in curating curriculum resources and instructional methodologies.

Technology integration into the learning environments has introduced another level of complexity. Even though digital learning environments might offer new ways for personalizing instruction by using adaptive mechanisms to create customized learning paths, “…[the] learning trip ends up following unexpected directions” (ELM Learning, 2022., para 2).

In this article we will discuss a process of curating and developing a dynamic Teaching and Learning in Healthcare Sciences curriculum for the 2nd year PhD students in Applied Clinical Research program at one of the largest academic medical centers in the USA. Driven by adult learning theory and based on the basic tenets of Isochronous Instructional Framework (IIF) and Backward Instructional design (UbD – Understanding by design model) we have developed a personalized curriculum to cater to individual needs of each student as well as a roadmap to achieve the overarching educational goal.

The preliminary results of students’ evaluations and feedback will also be shared.

Keywords:

Personalized learning, UbD, instructional design, curriculum design, adult learning.