| Making a difference in curriculum reform and decision-making processes. | |
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MedLine Citation:
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PMID: 21155872 Owner: NLM Status: In-Process |
Abstract/OtherAbstract:
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CONTEXT: Although firmly grounded in Flexner's legacy of ideas, today's medical curriculum, as both an entity and a process, has become more and more complex. The curriculum as an entity is portrayed according to five key elements: the expected competencies and roles; the learners at the centre of the enterprise; assessment linking competencies and learners; the conditions and resources for learning; and a multifaceted socio-politico-cultural context in which the learning occurs. Significant developments have also occurred in the disciplines of curriculum studies, cognitive psychology and organisational change over the past century, as well as in institutional best practices, that help us to better understand and plan curricular innovations. DISCUSSION: Practical advice is offered to help curriculum developers in designing or reforming the medical curriculum. The key points of this are: (i) while focusing reform and innovation on specific elements of the curriculum, consider how those elements affect other elements and vice versa, in positive and negative ways; (ii) while grounding the reform or innovation in sound conceptual frameworks, seize any opportunities to formulate a research agenda that can build upon and advance our understanding of curricular innovations, and, (iii) moving beyond considering the curriculum as an entity, use deliberative and leadership processes that can lead to enduring curriculum reform. |
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Authors:
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Georges Bordage; Ilene Harris |
Publication Detail:
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Type: Journal Article |
Journal Detail:
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Title: Medical education Volume: 45 ISSN: 1365-2923 ISO Abbreviation: Med Educ Publication Date: 2011 Jan |
Date Detail:
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Created Date: 2010-12-15 Completed Date: - Revised Date: - |
Medline Journal Info:
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Nlm Unique ID: 7605655 Medline TA: Med Educ Country: England |
Other Details:
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Languages: eng Pagination: 87-94 Citation Subset: IM |
Copyright Information:
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© Blackwell Publishing Ltd 2010. |
Affiliation:
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Department of Medical Education, College of Medicine, University of Illinois at Chicago, Illinois 60612-7309, USA. bordage@uic.edu |
Export Citation:
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| Comments/Corrections | |
Comment In:
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Med Educ. 2011 Jan;45(1):22-4 Med Educ. 2011 Jan;45(1):25-8 |
From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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