Principles of Curriculum Design
Published 28 June 2010
Janet Grant
Citations35
Generate an AI Snapshot to get a quick, structured summary of this paper.
Study Snapshot
ObjectiveStudy objective
MethodsResearch methodology
PopulationPopulation studied
Sample sizeSample sizes
OutcomesStudy outcomes here
ResultsStudy results comes here
LimitationsResearch study limitations comes here
A concise AI-generated summary of the paper will appear here once you click Generate AI Snapshot.
Abstract
This chapter contains sections titled: Introduction What Is Curriculum? Definition and Standards Factors that Influence Curriculum Design The Purpose and Components of Curriculum Design Steps in Curriculum Design References
Keywords
PsychologySocial SciencesMedicine
British Journal of Educational PsychologyON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS*
4,554 Citations1976Ference Marton, Roger Säljö
Academic MedicineThe Transition
2,493 Citations1993Maria Albanese
It is recommended that caution be exercised in making comprehensive, curriculum‐wide conversions to PBL until more is learned about (1) the extent to which faculty should direct students throughout medical training, (2) PBL methods that are less costly, (3) cognitive‐processing weaknesses shown by PBL students, and (4) the apparent high resource utilization by P BL graduates.
Review of Educational ResearchEffects of Problem-Based Learning: A Meta-Analysis From the Angle of Assessment
911 Citations2005David Gijbels, Filip Dochy +2 more
Medical EducationEducational strategies in curriculum development: the SPICES model
770 Citations1984R. M. Harden, Susette Sowden +1 more
Six education strategies have been identified relating to the curriculum in a medical school and each issue can be represented as a spectrum or continuum: student‐centred/teacher‐Centred, problem‐based/information‐gathering, integrated/discipline‐based, community-based/hospital‐based and systematic/apprenticeship‐based.
Higher Education Research & DevelopmentApproaches to the Enhancement of Tertiary Teaching
713 Citations1989John Biggs
Medical TeacherAMEE Guide No. 14: Outcome-based education: Part 1-An introduction to outcome-based education
670 Citations1999Ronald M. Harden
Outcome-based education offers many advantages as a way of reforming and managing medical education, and can provide a clear and unambiguous framework for curriculum planning which has an intuitive appeal.
Medical EducationHow expertise develops in medicine: knowledge encapsulation and illness script formation
602 Citations2007Henk G. Schmidt, Remy M. J. P. Rikers
The development of encapsulated knowledge, followed by the formation of illness scripts, may both be considered as important stages in the development of medical expertise.
BMC MedicineStress, burnout and doctors' attitudes to work are determined by personality and learning style: A twelve year longitudinal study of UK medical graduates
563 Citations2004I. C. McManus, Aoife N. Keeling +1 more
Differences in approach to work and perceived workplace climate seem mainly to reflect stable, long-term individual differences in doctors themselves, reflected in measures of personality and learning style.
Medical EducationLearning styles and approaches: implications for medical education
561 Citations1986David Newble, Noël Entwistle
This paper identifies two separate streams of research, one originating from mainstream cognitive and psychometric psychology and one from research undertaken within the everyday learning environment, which seems to have more immediate practical relevance.
Medical TeacherHow can experience in clinical and community settings contribute to early medical education? A BEME systematic review
473 Citations2006Tim Dornan, Sonia Littlewood +4 more
Early experience motivated and satisfied students of the health professions and helped them acclimatize to clinical environments, develop professionally, interact with patients with more confidence and less stress, develop self-reflection and appraisal skill, and develop a professional identity.
Medical TeacherAMEE Guide No. 14: Outcome-based education: Part 5-From competency to meta-competency: a model for the specification of learning outcomes
457 Citations1999Jeni Harden
This paper provides a framework based on the three-circle model: what the doctor should be able to do, the approaches to doing it ('doing the thing right') and the development of the individual as a professional ('the right person doing it').
Are the Learning Styles of Asian International Students Culturally or Contextually Based
301 Citations2004Joseph Wong
An Introduction to Vygotsky
280 Citations2002
Medical EducationThe Parallel Rural Community Curriculum: an integrated clinical curriculum based in rural general practice
222 Citations2000Paul Worley, Chris Silagy +3 more
A discussion of the aims of the programme; student selection; practice recruitment; curriculum structure, and academic content, together with lessons learnt from the evaluation of the first cohort of students’ experience of the course are discussed.
Medical EducationThe value of basic science in clinical diagnosis: creating coherence among signs and symptoms
218 Citations2004Nicole N. Woods, Lee R. Brooks +1 more
This work investigated whether learning basic science mechanisms may have mnemonic value in helping students remember signs and symptoms, in comparison with learning the relation between symptoms and diagnoses directly.
Medical EducationThe new Dundee medical curriculum: a whole that is greater than the sum of the parts
159 Citations1997Ronald M. Harden, M H Davis +1 more
The medical undergraduate curriculum at the University of Dundee has evolved in response to changing needs, and the new curriculum, introduced in 1995, combines idealism and pragmatism.
Medical TeacherAMEE guide No. 14: Outcome-based education: Part 2-Planning, implementing and evaluating a competency-based curriculum
147 Citations1999R. Stephen Smith
The reasons why the new curriculum was developed, how it was planned and structured, and the significance the curricular innovation will have on medical education are described.
Academic MedicineThe Role of Basic Science Knowledge and Clinical Knowledge in Diagnostic Reasoning: A Structural Equation Modeling Approach
145 Citations2005Anique B. H. de Bruin, Henk G. Schmidt +1 more
The results generally supported the third model by Schmidt and Boshuizen of knowledge encapsulation theory suggesting that basic science knowledge is activated in expert diagnostic reasoning through its relation with clinical knowledge.
Medical EducationBiomedical knowledge in explanations of clinical problems by medical students
121 Citations1988Vimla L. Patel, Guy J. Groen +1 more
The authors interpret the results to indicate that the basic sciences and the more practical clinical knowledge form two separate domains with their own individual structures and the clinical information cannot be embedded into the basic science knowledge structure.
Medical TeacherAMEE Medical Education Guide No. 5. The core curriculum with options or special study modules
102 Citations1995Ronald M. Harden, M H Davis
A core curriculum with options, or special study modules, is a response to the major problem of content overload: the options or SSMs allow in-depth work and the achievement of higher-level competences, such as critical thinking.
Medical EducationPrimary knowledge, medical education and consultant expertise
90 Citations1988Janet Grant, Philip D. Marsden
BMJWhat should undergraduate medical students know about psoriasis? Involving patients in curriculum development: modified Delphi technique
87 Citations2005Abdelaziz Alahlafi, Susan Burge
The panels identified the important items for a psoriasis curriculum for medical students and the views of patients were particularly helpful, and the method and results could be generalised to curriculum development in chronic disease.
Medical EducationThe problem with outcomes‐based curricula in medical education: insights from educational theory
85 Citations2004Charlotte E. Rees
This paper focuses on the part of the curriculum that deals with core learning outcomes for medical curricula, and how teachers’ expectations of these outcomes can be modified to reflect modern medical practice.
Medical EducationThe structure of memorized knowledge in students and clinicians: an explanation for diagnostic expertise
83 Citations1987Janet Grant, Philip D. Marsden
There is no difference between groups of differing clinical experience in the breadth of thought but that there are marked differences in the precise content and structure of thought, which allows coherent explanation of variation in diagnostic expertise with clinical experience.
Medical TeacherAMEE Medical Education Guide No. 10: Managing change in a medical context: Guidelines for action
74 Citations1997Rodney Gale, Janet Grant
Medical EducationOne year's experience with a clinical skills resource centre
72 Citations1999Paul A. Bradley, John Bligh
To describe the experience of teaching clinical skills to first‐year medical students in a new problem‐based curriculum, this paper describes the learning curve for this type of curriculum.
Medical EducationDeveloping an outcome‐focused core curriculum
56 Citations2005David Newble, Patsy Stark +2 more
This work focuses on increasing integration and reducing factual overload through the definition of a core curriculum in UK medical schools, which modified their curricula to meet the requirements of the General Medical Council and other external agencies.
Medical TeacherAMEE Medical Education Guide No 16: Study guides-their use and preparation
45 Citations1999J.M. LAIDLAW R.M. HARDEN
Study guides are different from textbooks and can be seen as a response to changes taking place in the curriculum, to the challenge of information overload and to different approaches to learning.
Medical EducationEducating doctors in France and Canada: are the differences based on evidence or history?
36 Citations2005Christophe Ségouin, Brian Hodges
This research presents a meta-analysis of France and Canada's health care systems and finds that there are very significant differences in their systems of medical education.
Medical TeacherThe elusive content of the medical-school curriculum: a method to the madness
34 Citations2005Marcel D’Eon, Robert Crawford
There is a need to mount greater and more rigorous efforts to help advance the scholarship and to provide useful information to curriculum planners to identify a manageable core of relevant knowledge.
The Keio Journal of MedicinePERSPECTIVES IN MEDICAL EDUCATION 5. Implementing a More Integrated, Interactive and Interesting Curriculum to Improve Japanese Medical Education
29 Citations2007Kanchan H. Rao, R Harsha Rao
The successful effort to reform medical education in the US can serve as a source of encouragement and a road map for academic institutions in Japan, like Keio University, who recognize the same shortcomings in Japanese medical education and are attempting to develop and implement a curriculum that is more integrated and problem-oriented.
The Keio Journal of MedicinePerspectives in Medical Education 1. Reflections on the state of medical education in Japan
29 Citations2006R Harsha Rao
Medical EducationA comparison of the educational opportunities on junior medical attachments in general practice and in a teaching hospital: a questionnaire survey
24 Citations1999Elizabeth Murray, Brian Jolly +1 more
To obtain students' perceptions of the educational quality of the general internal medicine teaching overall and to determine whether specific learning objectives were better addressed in general practice or in hospital.
Medical TeacherHow we developed a core curriculum in clinical skills
20 Citations2005Jonathan Syme-Grant, Clare Stewart +1 more
The process that the authors have used in the Dundee Clinical Skills Centre to develop and maintain the core curriculum for the second-year programme in clinical skills, which provides medical students with basic, generic skills required in clinical medicine.
Medical EducationMedical education in the community – the UNITRA experience
18 Citations1999Irwin Nazareth, K Mfenyana
There is an urgent need to address issues using a combination of administrative, educational and research approaches to provide a strong basis for the further development of this educational programme that could serve as a unique South African example of medical education in the community.
South-East Asian Journal of Medical EducationRelevance of the WFME global standards in medical education to the South East Asian region
2 Citations2007Hans Karle
The WFME global standards program, launched in 1998, is now being implemented all over the world and is used as a basis for improving medical education throughout its continuum and as a template for national and regional accreditation standards.