Curriculum structure: principles and strategy

Abstract

This report provides general guidelines for the structure of a curriculum, followed by specific advice on the principles of learning and teaching, the process of restructuring and change leadership and management. It provides examples of several educational philosophies, including vertical and horizontal integration. It discusses the use of competence, learning outcomes, level of degree and assessment and provides a number of recommendations. It does not seek to be prescriptive of time allocation to disciplines within a curriculum. Although this report has been written primarily for those who will develop an undergraduate curriculum, the information may be sufficiently generic to apply to the recent development in graduate entry (‘shortened dental’ or ‘accelerated’) courses and to postgraduate degree planning and higher education certificate or diploma courses for other dental care professionals (auxiliaries). The report may have a European bias as progress is made to converge and enhance educational standards in 29 countries with different educational approaches – a microcosm of global collaboration.

Curricular Integration in Pharmacy Education

“…[19][20][21][22] However, the combination of basic and clinical sciences within a unit or year of study has also been referred to as horizontal integration, while the term vertical integration has also been applied to spiral curricula, with topics revisited in increasingly complex ways as the program proceeds. 23,24 A comprehensive approach to the design of an integrated curriculum for a pharmacy program must attend to horizontal and vertical dimensions and to structural and pedagogical strategies to facilitate integrative learning.…”

Evaluation of workplace based assessment tools in dental foundation training

“…It is believed that feedback is a fundamental part of assessment and the facility for inclusion of 'direct and immediate feedback', preferably by positive critiquing at the end of the performance of a task, is of paramount importance in training. 8 Trainers reported positively on the use of WPA tools. They felt that the tools were a clear and comprehensive record of the trainee's progress throughout the year.…”

“…6 It has been shown that assessment tools which implement feedback are valuable tools for formative learning and assessment of clinical practise, but their effect on students' self-directed learning is dependent on feedback and support from tutors. [7][8][9] In a systematic review on assessment, feedback and physicians' clinical performance it was concluded that feedback can change clinical performance when it is systematically delivered from credible sources. 10 All WPAs result in direct and immediate feedback which is considered essential in…”

The Undergraduate Medical Students’ Approach to Learning in University of Latvia

“…Education is carried out through a defined way of delivering to the students some theoretical information through lectures and bringing them to the laboratory or to the hospital for practical work. It is known that teaching methods influence the way how students learn [10][11][12][13][14][15][16][17]. It has been also shown that assessments and examinations influence students' learning styles and approach to studying.…”