Approaches to curriculum planning

Harden, Ronald M.

doi:10.1111/j.1365-2923.1986.tb01193.x

Cited by 72 publications

(44 citation statements)

References 4 publications

(5 reference statements)

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“…Across a three-year period, the Workgroup discussed and developed a variety of curricular designs (Harden, 1986;Schubert, 1986) that could be implemented in a timeconstrained training environment.…”

Section: Development Of the Health Education Curriculummentioning

confidence: 99%

Developing and evaluating a residents’ curriculum

Hafler

Connors²,

Volkan

et al. 2005

Medical Teacher

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This study examines the impact of a Bright Futures-based curriculum designed to teach pediatric residents how to integrate health education principles into everyday clinical practice. A two-phase study was conducted to evaluate the curriculum using both quantitative and qualitative methods. To measure the curriculum's impact on residents' clinical performance, a pre- and post-objective structured clinical examination (OSCE) design was administered to 14 residents in two groups: a control group (n=8) and an intervention group (n=6). Performance scores improved in the intervention group from pre- to post-testing in three core curriculum concepts (there was no change in the control group); performance in a fourth concept improved in both groups; and for the remaining two concepts, there was no change among the intervention group but an improvement in scores among those in the control group. Residents in the intervention group reported the curriculum to be of high quality and low difficulty. This study demonstrated that the curriculum had a positive impact on a resident's perceptions of his or her practice one year after participating in the intervention. The data suggest that each of the modules can be taught, the content learned and the principles applied to one's clinical practice.

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Section: Development Of the Health Education Curriculummentioning

confidence: 99%

Developing and evaluating a residents’ curriculum

Hafler

Connors²,

Volkan

et al. 2005

Medical Teacher

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“…This was also associated with the development of new concepts such as "problem-based learning," "student-centered learning," "community-based curriculum," and "integrated teaching." 10 Harden et al identified six educational strategies related to the curriculum in a medical school. 11 Each of these is presented as a spectrum.…”

Section: Procedures or Methodsmentioning

confidence: 99%

“…This approach, as Harden commented, concentrates on details at the expense of the overall picture. 10 It ignores an overall strategy, and the criteria for selection of contents are often not clear, and may be related either to the interest of people planning the curriculum, or to the influence of the different departments in the college. This last point is of particular importance in deciding the percentage of time devoted to each subject.…”

Section: Evaluation Of the Current Curricula In Saudi Medical Collegesmentioning

confidence: 99%

Medical Curriculum in Saudi Medical Colleges: Current and Future Perspectives

Alshehri

2001

Annals of Saudi Medicine

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MY Alshehri, Medical Curriculum in Saudi Medical Colleges: Current and Future Perspectives. 2001; 21(5-6): 320-323 This paper was written with the objective of first assessing in general terms the current curricula in Saudi medical colleges, and second, suggesting some approaches and strategies for curricular changes. The content-based approach is the main model used in planning curricula in the Saudi medical colleges. This is a planning model that has been rejected by many experts for the last quarter of a century in favor of some form of objectives model.A reassessment of the objectives of the curricula is needed. This should be based on the country's development plans, social trends, and economic factors. Similarly, the contents of the curricula should be reassessed to avoid overcrowding, overrepresentation of some subjects, and the disassociation of the clinical and basic courses. Vocational skills and attitude domains need to be included. Also, medical ethics, economics and informatics are some of the subjects that have as yet not been introduced in some of our medical colleges.Finally, a decision has to be made on the use of certain educational strategies to achieve educational objectives. Ignoring recent developments in these educational tools is not right. Each medical college can look at these strategies and decide which would be appropriate to adopt.The first medical college in Saudi Arabia was inaugurated in Riyadh in 1969, followed by medical colleges in Dammam and Jeddah, which began receiving students in 1975. The medical college in Abha was founded in 1980 and the one in Mecca in 1996. Several national reports, mainly from educators in these colleges, have addressed the need for a re-evaluation of the medical curriculum, 1-6 a subject which is also the focus of this paper. Definition of the CurriculumIt has been recognized that defining a curriculum is complex, and although different definitions have been offered, none has been universally accepted. Thus, it is important to discuss, in the beginning, what it should be taken to imply. First, we should distinguish the use of the word to denote the syllabus or the content of a particular subject from its use to describe a total program of an educational system. Also, the curriculum should not be taken simply as a collection of separate subjects. In addition, one should realize that there is a "formal" and an "informal" component to the curriculum. There are the formal activities that are allocated in the timetable of the students and the informal activities that are usually voluntary and outside the working hours. It is important to recognize that the actual activities (actual curriculum) may be different from what has been planned (official curriculum). There are other aspects of the curriculum that are not planned (hidden curriculum). These could be contributed by the structure of the university, or could be a cultural contribution, such as unplanned teacher activities.Finally, we may accept what Kelly in 1982 described as "a loose definition o...

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“…D esde que Harden demostró que la formación médica se encuentra centrada en disciplinas parceladas y en la atención hospitalaria, la discusión sobre la formación generalista es importante 1,2 : algunos autores abogan por un modelo emergente de educación médica para Latinoamérica, caracterizado por un dominio selectivo de los conocimientos básicos, por la comprensión de la conducta biopsicosocial, prevención y la salud comunitaria en igual importancia que los aspectos curativos 3,4 . Se ha abogado por introducir las ciencias sociales en la educación médica, siendo la principal tarea del pregrado exponer la determinación de la salud 5 .…”

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