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PubMed1977

What should we teach? A consensus method to determine curriculum content.

The content of an undergraduate curriculum is usually decided upon by the appropriate University Department. Such a Department is staffed exclusively by specialists in the field. The technique described in this paper is one which uses the perception of a wide variety of doctors, including specialists in the field, other specialists and general practitioners, to determine what should be taught to undergraduate students. The outcome of this study reveals that there is substantial agreement on what basic materials should be taught in an undergraduate curriculum in Ophthalmology. There is a substantial agreement throughout the profession on the basic required competencies in Ophthalmology, but it is clear that general practitioners are much more demanding in their requirements from the undergraduate curriculum than are specialists. Ophthalmologists are the least demanding of the undergraduate. The consensus technique described in this paper is a practical and formative method of obtaining valuable data for use in curriculum construction.

Australia↗

PubMed1983

Attitudes of medical students to medical ethics in their curriculum.

One hundred and one students at different levels of their medical education were surveyed as to their views about inclusion of medical ethics in their curriculum. The results showed that 88% of the students feel that medical ethics has a place in their curriculum, and 84% rated medical ethics to be of High to Critical Importance to good medical care. They tended to read infrequently about medical ethics, which they would like integrated at all levels of the curriculum, particularly the clinical years. The more senior students were less sensitive to ethical issues. The students mentioned only dramatic issues in their accounts of encounters with cases involving ethical issues. It is felt that a wide gap is left in the education of these students if medical ethics is not included in a positive way in their curriculum.

Attitude of Health Personnel↗

PubMed1984

Educational strategies in curriculum development: the SPICES model.

Six education strategies have been identified relating to the curriculum in a medical school. 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, elective/uniform and systematic/apprenticeship-based. The factors supporting a more towards each end of the continuum are presented for each strategy. Newer schools tend to be more to the left on the continuum, established schools more to the right. Each school, however, has to decide where it stands on each issue and to establish its own profile. This SPICES model of curriculum strategy analysis can be used in curriculum planning or review, in tackling problems relating to the curriculum and in providing guidance relating to teaching methods and assessment.

Clinical Clerkship↗

PubMed1986

Approaches to curriculum planning.

This booklet describes different ways used to tackle the problem of curriculum planning. By studying these approaches teachers can get an insight into the process in their own school. First they must decide whether there should be a particular focus for curriculum planning and if so what it should be. In the light of this they can modify their school's approach. To what extent do they wish to focus on: aims and objectives (engineering approach), teaching methods (mechanics approach), content (cookbook approach), timetable (railway approach), problems (detective approach), one idea or strategy (religious approach), the regulations (bureaucratic approach), or a curriculum designed to attract sponsorship (public relations approach)? The magician approach, in which it is not clear how a curriculum is developed, is not recommended. Second, what should be the pattern of staff involvement--a representative group or committee (United Nations approach), all the teachers (people's congress approach), one individual (the dictator approach), a collaboration with students, patients and other professional colleagues (consumer approach), or a collaboration with an external consultant (consultant approach)? Whichever approach is adopted, advantages should be maximized and deficiencies minimized.

Curriculum↗

PubMed1991

General practice in the undergraduate curriculum: 20 interviews with Southampton final-year students.

The Primary Medical Care Group at the University of Southampton contributes to the medical curriculum in the first, third and final years. A visiting lecturer from Sweden took the opportunity to interview a sample of 20 final-year students using a qualitative approach. Questioning centered on the impact of the primary care course both in relationship to medicine as a whole and to general practice. It was found that primary medical care was often not seen as a central or integral part of the curriculum but many students acknowledged its important contribution to seeing the patient as a whole and in integrating the various other parts of the curriculum, with significant opportunity for role modelling and informing career choice. A hidden curriculum emerged of attitudes which provided a conflict for some students. Improvements should include clearer dovetailing of primary medical care with other curricular components, limitation of aims with more specific and rigorous assessment and a wide strategy of staff development not confined to those directly involved in general practice attachments.

Adult↗

PubMed1996

The essential role of the student in curriculum planning.

Medical school curricula are planned, written and organized by academic and clinical staff within medical schools. While these medical educators may well be experts in their given field, they lack first-hand experience of what it is to be a medical student in 1995. For a medical curriculum to be an effective means of learning for today's students, it must be written with a knowledge of their priorities, needs and abilities. The way in which this can be best achieved is by the inclusion of current students in all stages of designing a new curriculum. In my second year of medicine at Flinders University, I became involved in planning for the new Graduate Entry curriculum. In the role of student advocate, I have found I am able to offer teaching staff a unique perspective, the student perspective, on various issues. Students, through experience from their own education, are able to give advice on student resources and facilities and are in a favourable position to judge other aspects of curricula, such as the balance and relevance of course content and assessment. Students need to realize the valuable insight they have to offer their faculties and the way in which this can benefit future students. It is by actively seeking student involvement and using their input, that faculties will be able to create a consumer-friendly curriculum.

Adult↗

PubMed2004

Growth of knowledge in psychiatry and behavioural sciences in a problem-based learning curriculum.

PURPOSE: To evaluate the effectiveness of undergraduate medical education in the domains of psychiatry and behavioural sciences, we examined the growth of knowledge in those disciplines in a 6-year, problem-based learning (PBL) curriculum. Psychiatry and behavioural sciences are taught in the 4 preclinical years and in the psychiatric clerkship. The integrative nature of this PBL curriculum led us to hypothesise that the knowledge growth curves for these disciplines are similar and show a steady upward trend throughout the curriculum. METHODS: All items pertaining to psychiatry and behavioural sciences in the progress tests administered in the period from September 1993 through May 2001 were identified. For those items, the percentage of correct scores in the 6 year groups were considered a multivariate observation reflecting knowledge growth across the 6-year programme. RESULTS: Knowledge growth for psychiatry and behavioural sciences increased significantly, from 12% to 59% and from 28% to 60%, respectively, between Year 1 and the end of Year 6. Apparently, students know more about behavioural sciences than about psychiatry when they enter medical school, but this difference vanishes in the last 2 years of training. Moreover, the growth curves for psychiatry and behavioural sciences started to level off after Years 3 and 4, respectively, with no additional significant growth in any of the later years. CONCLUSIONS: Psychiatry and behavioural sciences showed different patterns of knowledge growth and the 2 growth curves levelled off in Years 5 through 6. Because a student-centred, horizontally and vertically integrated PBL curriculum is aimed at effecting steady growth in knowledge in all disciplines, the slowdown in growth in the later years was among the reasons for initiating a major curricular innovation in 2001.

Behavioral Sciences↗

PubMed2005

Integrating gender into a basic medical curriculum.

INTRODUCTION: In 1998, gaps were found to exist in the basic medical curriculum of the Radboud University Nijmegen Medical Centre regarding health-related gender differences in terms of biological, psychological and social factors. After screening the curriculum for language, content and context, adjustments aimed at incorporating gender issues were proposed. The aim of this study was to evaluate those adjustments, as well as to investigate whether gender had been successfully incorporated into the basic medical curriculum, and to identify the factors that played a role in this. METHODS: The education material of 9 curricular blocks was re-evaluated and interviews were held with block co-ordinators. RESULTS: Since the beginning of the project, gender has increasingly been brought to the attention of the students. Various factors have played a role: concrete and directly executable content-oriented proposals for adjustment; adequate translation of gender differences into actual patient care; motivated block co-ordinators; the presence of a 'trigger person' in the faculty; incorporation into the existing education programme; the involvement of block co-ordinators in decision making, and the provision of practical support. DISCUSSION: Integrating gender into the basic medical curriculum has been largely successful. Block co-ordinators' personal recognition of the importance of gender in patient care greatly facilitated implementation. The evaluation stimulated the forming of new ideas. It is recommended that these factors and those mentioned above should be taken into consideration when integrating gender into other faculties.

Curriculum↗

PubMed2004

The process of introducing a tobacco curriculum in medical school.

Medical students have poor knowledge of cigarette-related diseases and tend to increase tobacco use as they progress through their course. The aims of this review are to describe the process of developing a tobacco curriculum, present a model of implementation, and apply the model to China. The process of developing, revising and implementing a tobacco curriculum called the Smokescreen Education Program (SEP) for medical students is described. It comprises a lecture and six-part tutorial. Dissemination of the SEP occurred through doctors who translated and introduced the tobacco curriculum into different countries and through the conduct of workshops. A six-point model of implementation was developed that included defining the extent of the tobacco problem in medical schools, developing a flexible curriculum on tobacco, developing networks in countries, working as a resource, and following up after training and evaluating success. The model is applied to China. The SEP was developed over a decade and has led to the development of a practical model of dissemination.

China↗

PubMed2004

Instructional multimedia program versus standard lecture: a comparison of two methods for teaching the undergraduate orthodontic curriculum.

AIM: To compare the effectiveness of an interactive multimedia courseware package versus standard lectures regarding knowledge, understanding, and transfer of content, as well as problem-solving skills in orthodontics. METHODS: Pre- and post-test assessments of final-year dental students (n = 26), who either used an interactive multimedia courseware package (n = 15) or attended standard lectures (n = 11) on equivalent material of the undergraduate orthodontic curriculum were carried out. Both groups were tested by written and multiple-choice questions covering knowledge, understanding, and application areas in the curriculum. A one-way anova was carried out in order to check statistical difference between the two groups. The P-value was set at 0.05. RESULTS: There was no difference in prior knowledge between the groups at baseline. Generally, no significant difference was seen between the two groups in relation to answers to questions about knowledge, understanding, and application in the orthodontic curriculum. However, both groups improved their scores after the course. In one question investigating the extent of understanding the instructional content of the multidisciplinary orthodontic treatment, the multimedia courseware package group scored significantly better. CONCLUSION: In this study, the instructional interactive multimedia program was found to be at least as effective as the standard lecture of the orthodontic curriculum for undergraduate training in orthodontics.

Analysis of Variance↗

PubMed1984

A nutrition curriculum for health education: its effect on students' knowledge, attitude, and behavior.

The objective of the study was to determine the effect of nutrition instruction, using the curriculum guides, Nutrition In A Changing World, A Curriculum for Junior High Health, and A Curriculum for Senior High Health, on improving the nutrition knowledge, selected food/nutrition attitudes, and dietary behavior of students enrolled in secondary level health courses. Three groups of students were utilized including one experimental and two control groups at each level (junior high and senior high). The experimental group was pretested, taught the nutrition curriculum, and posttested. One control group was posttested only to measure the effect of the pretest on posttest performance. A second control group was pretested and posttested. Neither control group received nutrition instruction until after the study was completed. The three instruments used to collect data were a nutrition knowledge test, a food/nutrition attitude instrument, and a food frequency form. The results indicate that, at all grade levels, the experimental group had significantly improved knowledge scores. Little change in attitude scale scores was noted in grades seven and eight, while ninth grade experimental students scored significantly higher on the posttest for all attitude scales. Little improvement was seen in the posttest food frequency scores.

Adolescent↗

PubMed1992

A formative evaluation of the American Cancer Society Changing the Course nutrition education curriculum.

A formative evaluation was conducted of Changing the Course, a behaviorally oriented, activity-based nutrition education curriculum for elementary students from the American Cancer Society, to assess feasibility of program implementation. Sixteen teachers in six schools in the Northeast taught the 15-16 session lower and upper elementary curricula to 702 students. Teacher satisfaction with the curriculum was high. Fidelity of implementation of the curriculum also was high and relatively few modifications to learning activities were made. Teachers reported the one day of training they received was adequate. They also reported a positive influence of the curriculum on themselves and their students. Student achievement results showed most children achieved most of the learning objectives at posttest--80% giving the correct answers on more than 75% of the test items. An examination of children's item-by-item answers on the posttest and of teachers' logs provided information useful for the final stages of development of the curricula and teacher training procedures, before national dissemination.

American Cancer Society↗

PubMed1994

Longitudinal evaluation of an enhanced alcohol misuse prevention study (AMPS) curriculum for grades six-eight.

For students progressing from sixth to eighth grade, an enhanced Alcohol Misuse Prevention Study (AMPS) curriculum that emphasized social pressure resistance training, peer support, and norm-setting was developed, implemented, and evaluated. Schools were randomly assigned within communities to curriculum or control groups. Students were pretested early in sixth grade before the intervention and posttested at the end of sixth, seventh, and eighth grades. Results indicated the curriculum was effective in increasing students' knowledge of curriculum material, and among the subgroup of students who had used alcohol unsupervised by adults before the pretest, in reducing the rate of increase of alcohol misuse. The findings result from a replication of the analytic approach used with the initial AMPS cohort data.

Adolescent↗

PubMed1994

The effect of two types of teacher training on implementation of Smart Choices: a tobacco prevention curriculum.

This study examined the implementation phase of a four-year research project to test the effectiveness of strategies to increase diffusion of Smart Choices, a school-based tobacco prevention program. The impact on curriculum implementation of two approaches to teacher training are compared. School districts were randomly assigned to a live workshop training or video training condition. The outcome of the evaluation was teachers' implementation of Smart Choices. Results show a lower proportion of video-trained teachers implemented the curriculum, but overall completeness and fidelity of implementation for those teachers who did teach the curriculum were comparable for the two groups. Video-trained teachers, however, were less likely to use brainstorming and student presentations/role plays, two of the methods prescribed by the curriculum. Implications of the results for teacher training are discussed.

Adolescent↗

PubMed1998

A replication study of Reducing the Risk, a theory-based sexuality curriculum for adolescents.

Reducing the Risk is a theory-based, sexuality education curriculum shown to influence the knowledge and behaviors of secondary students. This study determined whether the behavioral effects of the curriculum could be duplicated in a southern, rural state. In a quasiexperimental design, pretest and posttest inventories were administered to students in treatment and comparison groups to determine the influence of Reducing the Risk on sexual behaviors. Results of the 18-month study indicated students receiving the curriculum significantly delayed initiating sexual intercourse. Sexually active students in the treatment group were significantly more likely to protect themselves from STD/HIV and pregnancy than sexually active students in the comparison group. In addition, students receiving Reducing the Risk showed a significant increase in parent-child communication about sexual issues. These results reinforce previous research that found positive behavioral effects for students receiving the Reducing the Risk curriculum.

Adolescent↗

PubMed2006

An evaluation of an abstinence-only sex education curriculum: an 18-month follow-up.

The article examines the results from an 18-month follow-up evaluation of an abstinence education curriculum series. Participants were students from 15 school districts recruited to participate in the project. The intervention was the Sex Can Wait curriculum series, consisting of upper elementary, middle school, and high school components. The 5-week curriculum was implemented by teachers who had participated in a special teacher training workshop. Both intervention and comparison students were surveyed before and after the curriculum intervention and at 18-month follow-up. Results indicated short-term effects as follows. Upper elementary intervention students indicated higher level of knowledge, more hopefulness for the future, and greater self-efficacy than did the comparison group. Middle school intervention students did not differ from comparison students. High school intervention students reported lower participation rates than the comparison group students in sexual intercourse (ever and last month), a more positive attitude toward abstinence and a greater intent to remain abstinent. Long-term (18 month) benefits were noted as follows: upper elementary intervention students had greater knowledge and were less likely than comparison students to report participation in sexual intercourse in the last month. Middle school intervention students were less likely than comparison students to report participation in sexual intercourse ever and sexual intercourse in the last month. High school intervention students evidenced greater knowledge and greater intent to remain abstinent than did comparison students. Results indicate that the program did have some positive benefits that should be considered by those interested in abstinence education programming.

Adolescent↗

PubMed2006

Optimising a curriculum for clinical haematology and biochemistry in sports medicine: a Delphi approach.

OBJECTIVES: To investigate issues of curriculum in the context of a postgraduate sports medicine training programme, specifically in the field of clinical biochemistry and haematology. METHODS: Following the Delphi methodology, a series of sequential questionnaires was administered to curriculum developers, clinical teachers, examiners, and registrars. RESULTS: Agreement on a core syllabus for this subject with an indication of the core aims and objectives of teaching and learning in this field and the associated required skills and competencies. An indication of current and ideal teaching and learning methods and reasons for these preferences. A consensus of key features of a teaching module for this field and of appropriate methods of examination. CONCLUSIONS: The data derived from this study, as well as the experience of engaging in it, will better inform curriculum developers, teachers, and students of one another's perceptions as to what is important in and appropriate to teaching and learning in this field of sports medicine. Engagement in the exercise and broader consideration of the outcomes by those who develop the curriculum, teach, and formulate the examination process will facilitate attainment of the ideal of well aligned teaching, learning, and examination in this specific field.

Biochemistry↗

PubMed2005

What should undergraduate medical students know about psoriasis? Involving patients in curriculum development: modified Delphi technique.

OBJECTIVE: To identify the content of a psoriasis curriculum for medical students. DESIGN: Literature review and modified Delphi technique. SETTING: Primary and secondary care in Oxfordshire and Buckinghamshire. SUBJECTS: 19 dermatologists (7 teaching hospital consultants; 6 consultants in district general hospitals; 6 registrars); 2 general practitioner senior house officers working in dermatology, 5 dermatology nurses, 7 rheumatologists, 25 general practitioner tutors, and 25 patients with chronic psoriasis. MAIN OUTCOME MEASURES: Percentage of agreement by participants to items derived from literature and our existing psoriasis syllabus. RESULTS: 71 (84.5%) of 84 questionnaires were returned. A 75% level of consensus was reached on key items that focused on the common presentations of psoriasis, impact, management, and communication skills. Students should be aware of the psychosocial impact of psoriasis, examine the skin while showing sensitivity, and be able to explain psoriasis to patients in a way that enables patients to explain the condition to others. CONCLUSIONS: The panels identified the important items for a psoriasis curriculum. The views of patients were particularly helpful, and we encourage educators to involve patients with chronic diseases in developing curriculums in the future. The method and results could be generalised to curriculum development in chronic disease.

Attitude to Health↗