{"title":"Literature review on Curriculum Development","authors":"Fraz Noor, Pakeeza Aslam, Qurutulain Mushtaq, Sania Maqbool, Junaid Sarfraz","doi":"10.61919/jhrr.v4i2.848","DOIUrl":null,"url":null,"abstract":"Background: Curriculum development in medical education is vital at all educational levels, from undergraduate to postgraduate and professional education focused on patient care. Understanding the systematic approach to curriculum development and evaluation is essential for maximizing the potential of medical education initiatives.\nObjective: The objective of this review was to explore and synthesize the existing literature on curriculum development in medical education, focusing on the processes and outcomes, and to provide recommendations for effective curriculum design and implementation.\nMethods: A comprehensive literature review was conducted using multiple electronic databases, including PubMed, MEDLINE, ERIC, Scopus, Web of Science, and Google Scholar. The search terms included \"curriculum development,\" \"medical education,\" \"learning outcomes,\" \"educational strategies,\" \"assessment tools,\" \"curriculum implementation,\" and \"curriculum evaluation.\" Articles published in peer-reviewed journals were included based on relevance and methodological rigor. Data were synthesized using a narrative approach.\nResults: The review identified three types of curricula: explicit, implicit, and null. The explicit curriculum is structured and publicly available with clear learning objectives. The implicit curriculum is influenced by geographical, political, and socioeconomic contexts. The null curriculum refers to aspects not covered despite being planned. Key steps in curriculum development included needs assessment, content determination, goal and objective setting, selection of educational strategies, implementation, and evaluation. Educational strategies varied, including lecture-based learning, hands-on skill delivery, flipped classroom, and case-based learning. Continuous evaluation, both formative and summative, was essential for curriculum adaptation and improvement.\nConclusion: A systematic approach to curriculum development in medical education ensures comprehensive and adaptive educational programs. This process addresses the diverse and evolving needs of learners and society, ultimately enhancing the quality of medical education. Effective curricula prepare healthcare professionals with the necessary knowledge, skills, and attitudes for high-quality patient care and adaptability to changing healthcare environments.","PeriodicalId":507812,"journal":{"name":"Journal of Health and Rehabilitation Research","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Health and Rehabilitation Research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.61919/jhrr.v4i2.848","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
Background: Curriculum development in medical education is vital at all educational levels, from undergraduate to postgraduate and professional education focused on patient care. Understanding the systematic approach to curriculum development and evaluation is essential for maximizing the potential of medical education initiatives.
Objective: The objective of this review was to explore and synthesize the existing literature on curriculum development in medical education, focusing on the processes and outcomes, and to provide recommendations for effective curriculum design and implementation.
Methods: A comprehensive literature review was conducted using multiple electronic databases, including PubMed, MEDLINE, ERIC, Scopus, Web of Science, and Google Scholar. The search terms included "curriculum development," "medical education," "learning outcomes," "educational strategies," "assessment tools," "curriculum implementation," and "curriculum evaluation." Articles published in peer-reviewed journals were included based on relevance and methodological rigor. Data were synthesized using a narrative approach.
Results: The review identified three types of curricula: explicit, implicit, and null. The explicit curriculum is structured and publicly available with clear learning objectives. The implicit curriculum is influenced by geographical, political, and socioeconomic contexts. The null curriculum refers to aspects not covered despite being planned. Key steps in curriculum development included needs assessment, content determination, goal and objective setting, selection of educational strategies, implementation, and evaluation. Educational strategies varied, including lecture-based learning, hands-on skill delivery, flipped classroom, and case-based learning. Continuous evaluation, both formative and summative, was essential for curriculum adaptation and improvement.
Conclusion: A systematic approach to curriculum development in medical education ensures comprehensive and adaptive educational programs. This process addresses the diverse and evolving needs of learners and society, ultimately enhancing the quality of medical education. Effective curricula prepare healthcare professionals with the necessary knowledge, skills, and attitudes for high-quality patient care and adaptability to changing healthcare environments.
背景:医学教育中的课程开发在各级教育中都至关重要,从本科到研究生以及以患者护理为重点的专业教育。了解课程开发和评估的系统方法对于最大限度地发挥医学教育计划的潜力至关重要:本综述旨在探索和综合现有的医学教育课程开发文献,重点关注过程和结果,并为有效的课程设计和实施提供建议:采用多种电子数据库进行了全面的文献综述,包括 PubMed、MEDLINE、ERIC、Scopus、Web of Science 和 Google Scholar。检索词包括 "课程开发"、"医学教育"、"学习成果"、"教育策略"、"评估工具"、"课程实施 "和 "课程评估"。根据相关性和方法的严谨性,收录了发表在同行评审期刊上的文章。采用叙述法对数据进行了综合:综述确定了三种类型的课程:显性课程、隐性课程和无效课程。显性课程是结构化的、公开的,具有明确的学习目标。隐性课程受地理、政治和社会经济背景的影响。无效课程指的是尽管已经制定计划但仍未涵盖的方面。课程开发的关键步骤包括需求评估、内容确定、目标设定、教育策略选择、实施和评估。教育策略多种多样,包括讲授式学习、实践技能传授、翻转课堂和案例式学习。持续的形成性和总结性评估对于课程的调整和改进至关重要:结论:医学教育课程开发的系统化方法可确保教育计划的全面性和适应性。这一过程能满足学习者和社会不断变化的不同需求,最终提高医学教育的质量。有效的课程能培养医护专业人员具备必要的知识、技能和态度,从而为患者提供高质量的医疗服务,并适应不断变化的医疗环境。