As technology and generations in medical education change, what remains is the intersection between educator, learners, assessment and context

Azzam, Amin

doi:10.3109/09540261.2013.787048

“…This model has arisen from the ever-growing compliance and quality assurance demands in health professions education (Decker et al, 2006;Figueroa et al, 2015;Talbot et al, 2007) and in higher education in general (Gluga, Kay, & Lever, 2013;Gluga, Kay, Lister, & Lever, 2012;Lawson, Taylor, French et al, 2015;Lawson, Taylor, Herbert et al, 2013;Natoli et al, 2013;Oliver, 2013;Tariq et al, 2004). As noted by Azzam (2013), we are now in the "competency era".…”

Section: Introductionmentioning

confidence: 99%

Curriculum mapping for health professions education: a typology

Watson

¹

,

Steketee

²

,

Mansfield

³

et al. 2020

FoHPE

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Introduction: Across higher education, curriculum mapping has attracted great interest, partly driven by the need to map graduate competencies to learning and assessment for quality assurance and accreditation. Other drivers have included the need to: a) provide tools for curriculum design and renewal, b) improve communication amongst teachers and curriculum developers and c) support learning by informing students about the scope and sequence of their programs. Those embarking on curriculum mapping have sought clarification about what elements of the curriculum should be mapped, how to develop their own map or whether they should adopt externally available products. During our combined experience of mapping six different medical programs over the course of 15 years, we have frequently sought answers to these questions. However, due to the many and varying types of curriculum maps and curriculum-mapping processes that are described in the literature, answers have not been readily forthcoming. Methods:We conducted a comprehensive review of the higher education-including health professions-literature to develop a four-dimensional typology for curriculum maps, which details features related to their purpose, product, process and display. The typology was validated by testing the parameters against six curriculum maps from medical schools around Australia.

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A Systematic Study for Digital Innovation in Management Education

Mondal

¹

2020

Advances in Business Strategy and Competitive Advantage

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The past two decades have witnessed an unrelenting expansion of management education around the world. At the same time, however, influential scholars—Mintzberg, Bennis, Pfeffer, and others—have leveled pointed critiques at these programs questioning their quality and relevance, as well as their approach to teaching and learning. In the present era of globalization, information technology is really an opportunity for the management education system in Vietnam to convert it to be globally competitive through world-class quality. The present management education model in Vietnam drags the features of the British model designed by the British to train the natives as “OGA,” enabling them to run the administration of the country at that time. Now the management or business education system has changed. Many modern business schools introduced several features in the management education system as replacing the traditional model of curriculum-teacher-student by problem-coach-problem solver, moral education, competence-based techniques approach, etc. This chapter explores and integrated approach to problem-based learning in Vietnam.

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A Systematic Study for Digital Innovation in Management Education

Mondal

¹

2021

Research Anthology on Business and Technical Education in the Information Era

0

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The past two decades have witnessed an unrelenting expansion of management education around the world. At the same time, however, influential scholars—Mintzberg, Bennis, Pfeffer, and others—have leveled pointed critiques at these programs questioning their quality and relevance, as well as their approach to teaching and learning. In the present era of globalization, information technology is really an opportunity for the management education system in Vietnam to convert it to be globally competitive through world-class quality. The present management education model in Vietnam drags the features of the British model designed by the British to train the natives as “OGA,” enabling them to run the administration of the country at that time. Now the management or business education system has changed. Many modern business schools introduced several features in the management education system as replacing the traditional model of curriculum-teacher-student by problem-coach-problem solver, moral education, competence-based techniques approach, etc. This chapter explores and integrated approach to problem-based learning in Vietnam.

show abstract

As technology and generations in medical education change, what remains is the intersection between educator, learners, assessment and context

Cited by 3 publications

References 34 publications

Curriculum mapping for health professions education: a typology

Curriculum mapping for health professions education: a typology

A Systematic Study for Digital Innovation in Management Education

A Systematic Study for Digital Innovation in Management Education

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