Title: Making a difference in curriculum reform and decision-making processes
Abstract: Medical EducationVolume 45, Issue 1 p. 87-94 Making a difference in curriculum reform and decision-making processes Georges Bordage, Georges Bordage Department of Medical Education, College of Medicine, University of Illinois at Chicago, Illinois, USASearch for more papers by this authorIlene Harris, Ilene Harris Department of Medical Education, College of Medicine, University of Illinois at Chicago, Illinois, USASearch for more papers by this author Georges Bordage, Georges Bordage Department of Medical Education, College of Medicine, University of Illinois at Chicago, Illinois, USASearch for more papers by this authorIlene Harris, Ilene Harris Department of Medical Education, College of Medicine, University of Illinois at Chicago, Illinois, USASearch for more papers by this author First published: 14 December 2010 https://doi.org/10.1111/j.1365-2923.2010.03727.xCitations: 34 Dr Georges Bordage, Department of Medical Education, College of Medicine, M/C 591, University of Illinois at Chicago, 808 South Wood, Chicago, Illinois 60612-7309, USA. Tel: 00 1 312 996 7349; Fax: 00 1 312 413 2048; E-mail: [email protected] Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Abstract Medical Education 2011: 45: 87–94 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. Citing Literature Volume45, Issue1January 2011Pages 87-94 RelatedInformation
Publication Year: 2010
Publication Date: 2010-12-14
Language: en
Type: article
Indexed In: ['crossref', 'pubmed']
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Cited By Count: 53
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