Curriculum Development for Medical Education: A Six-Step by Patricia A. Thomas, David E. Kern, Mark T. Hughes, Belinda

By Patricia A. Thomas, David E. Kern, Mark T. Hughes, Belinda Y. Chen

Based on a confirmed six-step version and together with examples and inquiries to consultant software of these undying ideas, Curriculum improvement for clinical Education is a pragmatic guidebook for all college participants and directors answerable for the tutorial studies of scientific scholars, citizens, fellows, and medical practitioners.

Incorporating revisions pushed by means of demands reform and thoughts in clinical schooling that problem validated educating types, the 3rd version comprises an understanding of latest accreditation criteria and regulatory instructions. The authors have extended their dialogue of survey technique for wishes evaluate and pressure the significance of writing competency-based objectives and ambitions that comprise milestones, entrustable expert actions, and observable perform actions. With up-to-date examples concentrating on interprofessional schooling, collaborative perform, and academic expertise, they describe academic recommendations that contain the hot technological know-how of studying. a very new bankruptcy offers the original demanding situations of curriculum improvement for big, lengthy, and built-in curricula.

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SAGE Publications; 2000. Reviews earlier works referenced in this chapter, addresses the value of a multiple/mixed method approach to needs assessment, including both qualitative and quantitative methods, then focuses on the prioritization of needs and the transformation of needs assessments into action. Provides real-world examples. 282 pages. Cooke M, Irby DM, O’Brien BC, Shulman LS. Educating Physicians: A Call for Reform of Medical School and Residency. San Francisco: Jossey-Bass; 2010. A report based on the Carnegie Foundation–funded study of physician education that articulates the current and ideal approaches to general medical education.

Collected reference materials and resources can be filed for future access. TIME AND EFFORT Those involved in the development of a curriculum must decide how much they are willing to spend, in terms of time, effort, and other resources, for problem identification and general needs assessment. A commitment of too little time and effort runs the risk of either having a curriculum that is poorly focused and unlikely to adequately address the problem of concern or “reinventing the wheel” when an effective curriculum already exists.

Time pressures, or the inheritance of an existing curriculum, may result in a situation in which the curriculum is developed before an adequate problem identification 24 Curriculum Development for Medical Education and general needs assessment has been written. In such situations, a return to this step may be helpful in explaining or improving an existing curriculum. CONCLUSION To address a health care problem effectively and efficiently, a curriculum developer must define the problem carefully and determine the current and ideal approaches to the problem.

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