Literature review on Curriculum Development
Article Sidebar
Main Article Content
Abstract
Background: Curriculum development in medical education is vital at all educational levels, from undergraduate to postgraduate and professional education focused on patient care. Understanding the systematic approach to curriculum development and evaluation is essential for maximizing the potential of medical education initiatives.
Objective: The objective of this review was to explore and synthesize the existing literature on curriculum development in medical education, focusing on the processes and outcomes, and to provide recommendations for effective curriculum design and implementation.
Methods: A comprehensive literature review was conducted using multiple electronic databases, including PubMed, MEDLINE, ERIC, Scopus, Web of Science, and Google Scholar. The search terms included "curriculum development," "medical education," "learning outcomes," "educational strategies," "assessment tools," "curriculum implementation," and "curriculum evaluation." Articles published in peer-reviewed journals were included based on relevance and methodological rigor. Data were synthesized using a narrative approach.
Results: The review identified three types of curricula: explicit, implicit, and null. The explicit curriculum is structured and publicly available with clear learning objectives. The implicit curriculum is influenced by geographical, political, and socioeconomic contexts. The null curriculum refers to aspects not covered despite being planned. Key steps in curriculum development included needs assessment, content determination, goal and objective setting, selection of educational strategies, implementation, and evaluation. Educational strategies varied, including lecture-based learning, hands-on skill delivery, flipped classroom, and case-based learning. Continuous evaluation, both formative and summative, was essential for curriculum adaptation and improvement.
Conclusion: A systematic approach to curriculum development in medical education ensures comprehensive and adaptive educational programs. This process addresses the diverse and evolving needs of learners and society, ultimately enhancing the quality of medical education. Effective curricula prepare healthcare professionals with the necessary knowledge, skills, and attitudes for high-quality patient care and adaptability to changing healthcare environments.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Eisner EW. The Educational Imagination: On the Design and Evaluation of School Programs. 1985.
Finch CR, Crunkilton JR. Curriculum Development in Vocational and Technical Education: Planning, Content, and Implementation. ERIC; 1999.
Rajurkar S, Chavan R, Gaikwad N, Khobragade R. A Review of Significant Aspects Contributing to Curriculum Development. 2019;7(1):317-322.
Hughes MT, Kern DE, Thomas PA. Curriculum Development for Medical Education: A Six-Step Approach. Baltimore: Johns Hopkins University Press; 2009.
PAet T, Thomas PA, Kern DE, Hughes MT. Curriculum Development for Medical Education: A Six-Step Approach. Baltimore: Hopkins University Press; 2016.
White Davis TM, et al. Addressing Racism in Medical Education Through Curriculum Reform: A Qualitative Analysis. (example citation based on content)
Cobbold C. Implementation of the Social Studies Programme in Teacher Training Colleges in Ghana: An Evaluation. University of Cape Coast; 1999.
Ogar OE, Opoh FA, Ololube NP. Teachers Perceived Problems of Curriculum Implementation in Tertiary Institutions in Cross River State of Nigeria. 2015;6(19):145-151.
Badugela TM. Problems Facing Educators in Implementing the National Curriculum Statement: The Case of Tshifhena Secondary School, Vhembe District, Limpopo Province, South Africa. 2012.
Nevenglosky EA. Barriers to Effective Curriculum Implementation. Walden University; 2018.
Harden RM, Sowden S, Dunn WR. Educational Strategies in Curriculum Development: The SPICES Model. 1984;18(4):284-297.
Gale R, Grant J. Managing Change in a Medical Context: Guidelines for Action. ERIC; 1990.
Bland CJ, Starnaman S, Wersal L, Moorhead-Rosenberg L, Zonia S, Henry R. Curricular Change in Medical Schools: How to Succeed. 2000;75(6):575-594.
Schneiderhan J, Guetterman TC, Dobson ML. Curriculum Development: A How to Primer. 2019;7(2).
Bryant GP, Campana A. Curricula: What Parents Need to Know to Get More Involved. 2021.
Plate RJ. The Evolution of Curriculum Development in the Context of Increasing Social and Environmental Complexity. 2012;3(08):1311.
Primrose K, Alexander CR. Curriculum Development and Implementation: Factors Contributing Towards Curriculum Development in Zimbabwe Higher Education System. 2013;1(1):55-65.
Olamo TG, Belay Z, Asfaw T. Challenges Hindering the Effective Implementation of the Harmonized Modular Curriculum: The Case of Three Public Universities in Ethiopia. 2019;10(7):1365-1382.
Lai S, Buchheit BM, Kitamura K, Cook MR, Yarris LM, Chen G, Kwon A, Jordan J. Five Key Articles on Curriculum Development for Graduate Medical Educators. Journal of Graduate Medical Education. 2024 Feb 1;16(1):75-9.
Jin R, Addison S, Kitchin V, Golden DW, Tam V, Ingledew PA. Assessing the Landscape in Medical Education Literature in Medical Oncology: A Scoping Review. JCO Oncology Practice. 2024 Feb:OP-23.