Curriculum management/monitoring in undergraduate medical education: a systematized review

Abstract

Background Monitoring and management of undergraduate medical education (UME) curricula are crucial contributors to successful medical education. This systematized review explores the different approaches that medical schools have to UME curriculum management or monitoring in order to provide a basis for curriculum managers. Methods PubMed, Science Direct, Scopus, and ERIC were searched with no time limitation using the keywords curriculum , medicine, management, monitoring , and alignment . Advanced search options and Boolean operators ‘AND’ and ‘OR’ were also used to find more relevant records. Results From a total of 673 records, 14 articles along with 7 papers from hand searching and snowballing were included in the review. Documents were categorized into 3 groups of UME curriculum management: developing computerized tools, surveying curriculum stakeholders and reviewing curriculum documents, and introducing managerial structures. Conclusions Different approaches are reported for UME curriculum management/monitoring at different levels. Managerial structures and computerized tools are most frequently used at the college level because of the large number of faculty members who are responsible for the UME curriculum delivery and the large amount of complex curriculum information. Surveys and reviews of curriculum documents are used mostly to manage a part of a UME curriculum or to monitor teaching of a certain subject during all or some of the educational years.

A comparative analysis of psychiatry curriculum at undergraduate level of Bangladesh, India, Nepal, and Sri Lanka

“…Regular assessment, feedback, and monitoring of the undergraduate curriculum of psychiatry are the fundamental work for the development of psychiatry in a country. [ 8 ] This review was aimed to assess the undergraduate psychiatry curriculum of four LMICs of South-East Asia (Bangladesh, India, Nepal, and Sri Lanka) [ Table 1 ]. The study revealed wide variations in allocation of time and place in psychiatry at the undergraduate level among the four countries.…”

“…A curriculum is a basic structure of any degree, and the quality of its implementation brings the output. [ 8 ] Hence, there is a need for a comparable and compatible curriculum in medical education among these countries. While the curricula in the region should address the specific educational issues arising from the shared sociocultural factors, in the setting of globalization, it is important that these curricula attempt to meet the international standards of medical education as well.…”

Approaching an undergraduate medical curriculum map: challenges and expectations

“…Developing a CM, requires careful consultation, planning, building and curation [30,31]. Specifically, determining the level of detail and complexity is vital as this has implications for costs, staffing and ongoing running.…”

Gestión curricular holística en el modelo por competencias: un estudio exploratorio

“…Ante la situación planteada y con el objetivo de mantener la calidad educativa, las universidades llevan a cabo procesos de evaluación curricular que les permiten fundamentar la toma de decisiones para el rediseño de planes de estudio. Es decir, ejercicios participativos con el fin de obtener información sobre las fortalezas y debilidades de los elementos curriculares de los PE, con la finalidad de interpretarla (Alexander y Hjortsø, 2019;Changiz et al, 2019;Glatthorn et al, 2019). Asimismo, para lograr la calidad educativa se requieren procesos de diseño curricular reflexivos que favorezcan la articulación de los tres niveles de concreción curricular.…”