Analyzing the curriculum of the faculty of medicine, University of Gezira using Harden’s 10 questions framework
Introduction: Despite the importance of curriculum analysis for internal refinement of a programme, the approach for such a step in under-described in the literature. This article describes the analysis of the medical curriculum at the Faculty of Medicine, University of Gezira (FMUG). This analy...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Shiraz University of Medical Sciences
2017-05-01
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| Series: | Journal of Advances in Medical Education and Professionalism |
| Subjects: | |
| Online Access: | http://jamp.sums.ac.ir/index.php/JAMP/article/view/726 |
| _version_ | 1818595967001165824 |
|---|---|
| author | YASAR ALBUSHRA AHMED SALMA ALNEEL |
| author_facet | YASAR ALBUSHRA AHMED SALMA ALNEEL |
| author_sort | YASAR ALBUSHRA AHMED |
| collection | DOAJ |
| description | Introduction: Despite the importance of curriculum analysis
for internal refinement of a programme, the approach for such
a step in under-described in the literature. This article describes
the analysis of the medical curriculum at the Faculty of Medicine,
University of Gezira (FMUG). This analysis is crucial in the era
of innovative medical education since introducing new curricula
and curricular changes has become a common occurrence in
medical education worldwide.
Methods: The curriculum analysis was qualitatively approached
using descriptive analysis and adopting Harden’s 10 Questions
of curriculum development framework approach. Answering
Harden’s questions reflects the fundamental curricular components
and how the different aspects of a curriculum framework fit
together. The key features highlighted in the curriculum-related
material and literature have been presented.
Results: The analysis of the curriculum of FMUG reveals
a curriculum with interactive components. Clear structured
objectives and goals reflect the faculty’s vision. The approach
for needs assessment is based on a scientific ground, and the
curriculum integrated contents have been set to meet national and
international requirements. Adopting SPICES strategies helps
FMUG and students achieve the objectives of the curriculum.
Multiple motivated instructional methods are adopted, fostering
coping with the programme objectives and outcomes. A wide
range of assessment methods has been adopted to assess the
learning outcomes of the curriculum correctly, reliably, and in
alignment with the intended outcomes. The prevailing conducive
educational environment of FMUG is favourable for its operation
and profoundly influences the outcome of the programme. And
there is a well-defined policy for curriculum management,
monitoring and evaluation.
Conclusion: Harden’s 10 questions are satisfactorily addressed
by the multi-disciplinary and well-developed FMUG curriculum.
The current curriculum supports the well-written faculty missions
and educational objectives. It presents a structured, conceptual
framework that supports the validity of the assumption behind the
curriculum. The curriculum enhances intellectual and academic
pursuits and supports social accountability. |
| first_indexed | 2024-12-16T11:24:25Z |
| format | Article |
| id | doaj.art-0f13695d5ebb4337ac2952a8fef0415c |
| institution | Directory Open Access Journal |
| issn | 2322-2220 2322-3561 |
| language | English |
| last_indexed | 2024-12-16T11:24:25Z |
| publishDate | 2017-05-01 |
| publisher | Shiraz University of Medical Sciences |
| record_format | Article |
| series | Journal of Advances in Medical Education and Professionalism |
| spelling | doaj.art-0f13695d5ebb4337ac2952a8fef0415c2022-12-21T22:33:24ZengShiraz University of Medical SciencesJournal of Advances in Medical Education and Professionalism2322-22202322-35612017-05-01526066Analyzing the curriculum of the faculty of medicine, University of Gezira using Harden’s 10 questions frameworkYASAR ALBUSHRA AHMED0SALMA ALNEEL1Department of Medical Oncology, Sligo University Hospital, Sligo, IrelandDepartment Of Paediatrics, Oasis Hospital, Riyadh, Saudi ArabiaIntroduction: Despite the importance of curriculum analysis for internal refinement of a programme, the approach for such a step in under-described in the literature. This article describes the analysis of the medical curriculum at the Faculty of Medicine, University of Gezira (FMUG). This analysis is crucial in the era of innovative medical education since introducing new curricula and curricular changes has become a common occurrence in medical education worldwide. Methods: The curriculum analysis was qualitatively approached using descriptive analysis and adopting Harden’s 10 Questions of curriculum development framework approach. Answering Harden’s questions reflects the fundamental curricular components and how the different aspects of a curriculum framework fit together. The key features highlighted in the curriculum-related material and literature have been presented. Results: The analysis of the curriculum of FMUG reveals a curriculum with interactive components. Clear structured objectives and goals reflect the faculty’s vision. The approach for needs assessment is based on a scientific ground, and the curriculum integrated contents have been set to meet national and international requirements. Adopting SPICES strategies helps FMUG and students achieve the objectives of the curriculum. Multiple motivated instructional methods are adopted, fostering coping with the programme objectives and outcomes. A wide range of assessment methods has been adopted to assess the learning outcomes of the curriculum correctly, reliably, and in alignment with the intended outcomes. The prevailing conducive educational environment of FMUG is favourable for its operation and profoundly influences the outcome of the programme. And there is a well-defined policy for curriculum management, monitoring and evaluation. Conclusion: Harden’s 10 questions are satisfactorily addressed by the multi-disciplinary and well-developed FMUG curriculum. The current curriculum supports the well-written faculty missions and educational objectives. It presents a structured, conceptual framework that supports the validity of the assumption behind the curriculum. The curriculum enhances intellectual and academic pursuits and supports social accountability.http://jamp.sums.ac.ir/index.php/JAMP/article/view/726CurriculumEducationMedicalProblem-based learningProgram evaluation |
| spellingShingle | YASAR ALBUSHRA AHMED SALMA ALNEEL Analyzing the curriculum of the faculty of medicine, University of Gezira using Harden’s 10 questions framework Journal of Advances in Medical Education and Professionalism Curriculum Education Medical Problem-based learning Program evaluation |
| title | Analyzing the curriculum of the faculty of medicine, University of Gezira using Harden’s 10 questions framework |
| title_full | Analyzing the curriculum of the faculty of medicine, University of Gezira using Harden’s 10 questions framework |
| title_fullStr | Analyzing the curriculum of the faculty of medicine, University of Gezira using Harden’s 10 questions framework |
| title_full_unstemmed | Analyzing the curriculum of the faculty of medicine, University of Gezira using Harden’s 10 questions framework |
| title_short | Analyzing the curriculum of the faculty of medicine, University of Gezira using Harden’s 10 questions framework |
| title_sort | analyzing the curriculum of the faculty of medicine university of gezira using harden s 10 questions framework |
| topic | Curriculum Education Medical Problem-based learning Program evaluation |
| url | http://jamp.sums.ac.ir/index.php/JAMP/article/view/726 |
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