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Three in One: An Effective Way of Curriculum Reform

  • January 1996
Authors:
Abdus Salam
Abdus Salam
Rabeya Yousuf at Hospital Universiti Kebangsaan Malaysia (HUKM)
Rabeya Yousuf
M A Khaleque
M A Khaleque
M A Khaleque
  • This person is not on ResearchGate, or hasn't claimed this research yet.
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Abstract

Too much content is a big problem in undergraduate medical curriculum. A curriculum is the result of piecing together of a number of elements which must have the right mix to ensure efficiency and facilitate learning. A curriculum may have all the pieces needed; but if they are poorly organised they will complicate learning and will not produce the right results.
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Three in One An Effective Way of Curriculum Refo
rm.pdf
Content uploaded by Abdus Salam
Author content
All content in this area was uploaded by Abdus Salam on Jul 09, 2018
Content may be subject to copyright.
Three in one, Northern Medical Journal 1996,5(2)Editori
al.pdf
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Content may be subject to copyright.
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Input, Process and Output: system approach in education to assure the quality and excellence in performance
Article
Full-text available
  • Jan 2015
System approach is a term that means to do something systematically. In educational industry, to teach systematically teachers must consider input, process and output and decide objectives, contents, methods and assessment. The inputs are basically the objectives and objectified contents that teachers put in while the processess are the methods of delivery of contents. Outputs are the end-product of edu-cational inputs and process those must be assessed based on objectives. Probably the most difficult struggle facing the educational industry is about how the curriculum to be customized. Curriculum is the result of piec-ing together of a number of information including vision and mission statements of educational institutions. Objectives, contents, methods and assessment are the key elements of a curriculum. Though medical education is in the process of changing, there are big prob-lem in undergraduate medical education due to lack of objectivity, overloaded content, improper methods of content delivery and inappropriate ways of assessment of out-put. 1,2,3 The input, process and output must be relevant and there must have the right mix of curricular objectives, contents, methods and assessment aimed to produce competent and confident medical practitioners. This paper briefly emphasizes on the needs of alignment of key elements of a curriculum and fit these as input, process and output to meet up the system approach in education. By prop-er implementation of the system approach the educational managers can be able to raise the standard of education and assure the quality and excellence in performance. An input should include objectives and objec-tified contents. Objectives are statements of desire, expected to achieve by the learners at the end of an educational programme. The purpose of learning objective is to communi-cate the desire. Excessive details or a vague statement of desire is a common concern in inputs which may obscure the overall con-cepts or aim of the curriculum. 2,4 Educational objectives are classified in three domains. Cognitive relates to thinking, affective relates to feeling and psychomotor domain relates to acting or doing. Well written learning objec-tives in terms of thinking, feeling and doing are the heart of any curriculum. To write an objective, educators need to considers four parts, the acronym of which is ABCD, where " A " stands for the audience or the learners for whom the objectives are written; " B " stands for behaviour which is a verb that describes what the learners will be able to think, feel and do at the end of the instruction; " C " stands for the conditions which are the circumstances under which the objectives must be complet-ed; " D " stands for degree which are the stan-dard or accuracy that learners have to achieve. Learning objectives should be SMART, an acronym of specific, measurable, attainable, realistic and time bounding. If objectives are identified clearly then the outcomes, which are the end results of any curriculum or pro-gramme can be pre-determined and achieved. If any part of the objective is missing from the statement, it cannot be communicated accu-rately and the outcome cannot be determined firmly. Contents as inputs should be matched with objectives i.e. it should be clearly correlated with the objectives which are then named as objectified contents. Objectified contents should be specified in terms of cognitive, affective and psychomotor skills learning. Content overload with unrelated specific objectives is a common concern in medical education. To select content, educators have to decide the core and optional portion of a topic
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Needs assessment and the development of an educational programme on malignant melanoma for general practitioners
Article
  • Jan 1995
A key step in the development of any educational programme is needs assessment. Its importance is illustrated in the context of an educational programme on malignant melanoma for general practitioners. Needs were identified through: in-depth interviews with general practitioners, including a critical-incident study; a questionnaire to elicit general practitioners' views on the required programme content; a study of the indications given by general practitioners for the referral of patients with suspected malignant melanoma; a questionnaire sent to plastic surgeons and dermatologists, to elicit their views on indicators for referral; the views of an advisory group of specialists; a review of the published literature on malignant melanoma, including general textbooks written specifically for general practitioners. For the general practitioner managing a patient with suspected melanoma, the key need is deciding whether to refer that patient to hospital. The educational strategies incorporated in any educational programme developed should reflect this key need.
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Ten questions to ask when planning a course or curriculum
Article
  • Aug 1986
This brief practical aid to course or curriculum development cannot replace educational qualifications or experience, but it does examine ten basic questions, any of which may be all too easily neglected. These are: (1) What arc the needs in relation to the product of the training programme? (2) What are the aims and objectives? (3) What content should be included? (4) How should the content be organized? (5) What educational strategies should be adopted? (6) What teaching methods should be used? (7) How should assessment be carried out’ (8) How should details of the curriculum be communicated? (9) What educational environment or climate should be fostered? (10) How should the process be managed? Each aspen is illustrated through the analogy of car manufacturing. The ten questions are relevant in all situations where a course or curriculum is being planned, including an undergraduate degree course, a short postgraduate course or a 1-hour lecture.
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Medical education in the light of the World Health Organisation Health for All Strategy and the European Union
Article
  • Feb 1995
Most governments and health professionals clearly recognize that the education of professionals must be adapted to practice in order to meet the needs of the population and of health systems. The role of medical schools, in a world where specialization is becoming a requirement to practice and is highly regulated, needs to be redefined. Medical schools need to transform their specialist training into a community-oriented, generalist education. In this light, the article analyses the European Union directives on medical education, and the recommendations of the World Health Organization (to meet the challenges of the Health for All Policy) and the World Federation for Medical Education. All are designed to reorient medical education to meet the health needs of the population, to reduce health costs, to ensure quality and to permit the free movement of sufficiently qualified health professionals.
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Bulletin er errrc. 2 {I) 2-4
  • Jan 1995
  • S Kumar
Kumar S: Integrated teaching. Bulletin er errrc. 2 {I) 2-4. 1995.
  • Jan 1993
  • 255-258
  • Slella Lowry
Slella Lowry: Medical Educalion. British Medical Journal. 306: 255-8. 23 January 1993.
  • Dec 1992
  • 1409-1401
  • Stella Lowry
Stella Lowry: Medical Education. Brilish Medical Journal. 305: 1409-1 I. 5 December 1992.
Approaches to currtcu+uru Planning
  • Jan 1986
  • 458-466
  • R M Harden
Harden RM: Approaches to currtcu+uru Planning. ASME Medical Education Booklet No. 21. Medical Education. 20: 458-66. 1986.
Department of Communusj Medicine. Rangpur Medical College
  • . L Assl
  • Professor
Assl. L. Professor. Department of Communusj Medicine. Rangpur Medical College. Rangpur.