Methods used and lessons learnt in conducting document reviews of medical and allied health curricula – a key step in curriculum evaluation

Rohwer, Anke; Schoonees, Anel; Young, Taryn

doi:10.1186/1472-6920-14-236

Cited by 16 publications

(24 citation statements)

References 6 publications

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“…Establish a local baseline. As well as comparison to MLCF missing elements, focus groups with local medical students, teaching faculty and teaching hospitals could offer important insights 11 18…”

Section: Discussionmentioning

confidence: 99%

Leadership development in New Zealand and Australian medical schools: needs analysis

Lyons

McHardy

Bagg

et al. 2019

leader

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BackgroundLeadership is a core competency of doctors. However, specific learning outcomes for leadership are often not well defined in medical school curricula. This article uses New Zealand (NZ) and Australian medical school curricula as a case example for conducting a needs analysis of leadership learning outcomes.AimsTo identify which elements of medical leadership development are already met by Australian Medical Council (AMC) Outcomes for Graduates, which elements are missing, and which missing elements might reasonably be included in prequalification curricula in NZ and Australia.MethodsThe Medical Leadership Competency Framework (MLCF) was selected as the reference framework for a general needs analysis of leadership development in the AMC curriculum.To identify curriculum gaps, we first assessed the achievability of MLCF Domains at an undergraduate level. We then considered whether the AMC Outcomes for Graduates would satisfy each MLCF Domain. Where MLCF Domains were judged unachievable at the undergraduate level, we considered whether foundations were sufficiently laid for future development.ResultsFive of eight (63%) undergraduate MLCF Domains and 7 of 12 (58%) postgraduate domains were found to be already satisfied by the AMC Outcomes for Graduates.Some key elements of leadership as described in the MLCF are not yet encapsulated in the AMC Outcomes for Graduates. Two particularly notable absences are audit and quality improvement.ConclusionsLeadership is multidimensional. Some dimensions may be more appropriately learnt after medical school. There are, however, significant gaps in current curricula in Australia and NZ as defined by the AMC. These could be met more effectively using the MLCF.

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Section: Discussionmentioning

confidence: 99%

Leadership development in New Zealand and Australian medical schools: needs analysis

Lyons

McHardy

Bagg

et al. 2019

leader

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“…Detailed methods of the document review have been previously published [ 21 ]. We obtained and reviewed all the relevant documents related to the curricula (as it was in 2012) of the undergraduate HN, PT and SLHT programs, including study guides and module outlines.…”

Section: Methodsmentioning

confidence: 99%

Evaluating evidence-based health care teaching and learning in the undergraduate human nutrition; occupational therapy; physiotherapy; and speech, language and hearing therapy programs at a sub-Saharan African academic institution

2017

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BackgroundIt is important that all undergraduate healthcare students are equipped with evidence-based health care (EBHC) knowledge and skills to encourage evidence-informed decision-making after graduation. We assessed EBHC teaching and learning in undergraduate human nutrition (HN); occupational therapy (OT); physiotherapy (PT); and speech, language and hearing therapy (SPLH) programs at a sub-Saharan African university.MethodsWe used methodological triangulation to obtain a comprehensive understanding of EBHC teaching and learning: (1) through a document review of module guides, we identified learning outcomes related to pre-specified EBHC competencies; we conducted (2) focus group discussions and interviews of lecturers to obtain their perspectives on EBHC and on EBHC teaching and learning; and we (3) invited final year students (2013) and 2012 graduates to complete an online survey on EBHC attitudes, self-perceived EBHC competence, and their experience of EBHC teaching and learning.ResultsWe reviewed all module outlines (n = 89) from HN, PT and SLHT. The OT curriculum was being revised at that time and could not be included. Six lecturers each from HN and OT, and five lecturers each from PT and SLHT participated in the focus groups. Thirty percent (53/176) of invited students responded to the survey. EBHC competencies were addressed to varying degrees in the four programs, although EBHC teaching and learning mostly occurred implicitly. Learning outcomes referring to EBHC focused on enabling competencies (e.g., critical thinking, biostatistics, epidemiology) and were concentrated in theoretical modules. Key competencies (e.g., asking questions, searching databases, critical appraisal) were rarely addressed explicitly. Students felt that EBHC learning should be integrated throughout the four year study period to allow for repetition, consolidation and application of knowledge and skills. Lecturers highlighted several challenges to teaching and practising EBHC, including lack of evidence relevant to the African context and lack of time within curricula.

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“…This period of change to the curriculum provides a window of opportunity to introduce, strengthen and integrate multifaceted EBHC teaching and learning with assessment [39,42]. The process starts by assessing the current curriculum [43,44], and moves on to working with lecturers and programme convenors to plan pre-clinical and clinical EBHC learning, getting institutional buy in, and enhancing the competencies of the trainers to facilitate learning and, most importantly, acting as role models [45,46]. In the course of these activities, academic institutions can benefit through sharing best practices and using robust evaluations alongside implementation.…”

Section: Promoting the Use Of Research To Inform Policy And Practicementioning

confidence: 99%

Series: Clinical Epidemiology in South Africa. Paper 1: Evidence-based health care and policy in Africa: past, present, and future

Young

Garner

Clarke

et al. 2017

Journal of Clinical Epidemiology

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Africa has high disease burden and health system challenges but is making progress in recognizing, accepting, and adopting evidence-based health care (EBHC). In this article, we reflect on the developments of the past 2 decades and consider further steps that will help with the translation of reliable research results into the decision making process. There has been a rapid growth in various initiatives to promote EBHC in the African region. These include the conduct and reporting of primary and secondary research, research capacity development and supportive initiatives, access to information, and work with decision makers in getting research into clinical guidelines and health policies. Much, however, still needs to be done to improve the impact on health in the region. A multipronged approach consisting of regionally relevant well-conducted research addressing priority health problems, increased uptake of research in health care policy and practice, dedicated capacity development initiatives to support the conduct as well as use of research, facilitated by wider collaboration, and equitable partnerships will be important. Working together in mutually supporting partnerships is key to advancing both evidence-informed health care practices and better health.

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Methods used and lessons learnt in conducting document reviews of medical and allied health curricula – a key step in curriculum evaluation

Cited by 16 publications

References 6 publications

Leadership development in New Zealand and Australian medical schools: needs analysis

Leadership development in New Zealand and Australian medical schools: needs analysis

Evaluating evidence-based health care teaching and learning in the undergraduate human nutrition; occupational therapy; physiotherapy; and speech, language and hearing therapy programs at a sub-Saharan African academic institution

Series: Clinical Epidemiology in South Africa. Paper 1: Evidence-based health care and policy in Africa: past, present, and future

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