Survey on curriculum committees at U.S. and Canadian medical schools

Hendricson, William D.; Katz, Maor; Hoy, Leontia

doi:10.1097/00001888-198810000-00004

Cited by 7 publications

(6 citation statements)

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“…The 2nd category comprised of research projects in which curriculum stakeholders were surveyed and curriculum documents were reviewed to gather data needed for UME curriculum management or monitoring. Hendricson [36] conducted a survey of 144 North American Medical Schools to identify different aspects of UME curriculum committees. In this study, medical schools with a systematic procedure for course review reported that they had used different processes, including interviews with faculty members and students and peer review of documents (i.e., syllabi, tests, and lectures) [36].…”

Section: Discussionmentioning

confidence: 99%

“…Hendricson [36] conducted a survey of 144 North American Medical Schools to identify different aspects of UME curriculum committees. In this study, medical schools with a systematic procedure for course review reported that they had used different processes, including interviews with faculty members and students and peer review of documents (i.e., syllabi, tests, and lectures) [36]. These methods are similar to some data collection methods used in program evaluation [37]; the collected data was used for managerial decision-making.…”

Section: Discussionmentioning

confidence: 99%

“…The most commonly introduced managerial structures are curriculum committees and sub-committees with pre-defined members and tasks [30, 31]. Hendricson [36] revealed that curriculum committees with a specified annual assignment from the Dean and those with a course review/evaluation history have a significant impact. In another study by Hendricson [38], little changes were reported in the participants’ viewpoints regarding curriculum committee tasks, mission, and impact from 1987 to 1990.…”

Section: Discussionmentioning

confidence: 99%

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

et al. 2019

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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.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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

et al. 2019

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“…Hendricson et al 19,20 conducted two surveys of medical school curriculum leaders and found that curriculum committees were either a single committee that oversaw the whole curriculum or a set of committees (one for each year of the curriculum). In both organizational schemes, the committees and subcommittees were not structured by their functions or areas of expertise.…”

Section: Literature Reviewmentioning

confidence: 99%

Interweaving Curriculum Committees

et al. 2016

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Undergraduate medical education curricula have increased in complexity over the past 25 years; however, the structures for administrative oversight of those curricula remain static. Although expectations for central oversight of medical school curricula have increased, individual academic departments often expect to exert control over the faculty and courses that are supported by the department. The structure of a governance committee in any organization can aid or inhibit that organization's functioning. In 2013, following a major curriculum change in 2007, the Emory University School of Medicine (EUSOM) implemented an "interwoven" configuration for its curriculum committee to better oversee the integrated curriculum. The new curriculum committee structure involves a small executive committee and 10 subcommittees. Each subcommittee performs a specific task or oversees one element of the curriculum. Members, including students, are appointed to two subcommittees in a way that each subcommittee is composed of representatives from multiple other subcommittees. This interweaving facilitates communication between subcommittees and also encourages members to become experts in specific tasks while retaining a comprehensive perspective on student outcomes. EUSOM's previous structure of a single committee with members representing individual departments did not promote cohesive management. The interwoven structure aligns neatly with the goals of the integrated curriculum. Since the restructuring, subcommittee members have been engaged in discussions and decisions on many key issues and expressed satisfaction with the format. The new structure corresponds to EUSOM's educational goals, although the long-term impact on student outcomes still needs to be assessed.

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“…In 1994, the initial survey of curriculum committees in US schools and colleges of pharmacy was conducted by Carter and Draugalis. 2 The survey instrument was based on a medical education questionnaire 3 and used to gather information about the academic pharmacy environment at the time. Pharmacy programs were gearing up for the conversion to an all-PharmD curriculum, with many colleges and schools juggling baccalaureate and multiple doctoral degree programs.…”

Section: Introductionmentioning

confidence: 99%

The Role of Curriculum Committees in Pharmacy Education

Carter

Draugalis

Bruce

et al. 2011

American Journal of Pharmaceutical Education

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Objective. To conduct a follow-up survey of curriculum committee chairs in US colleges and schools of pharmacy to describe current committee structures and functions and determine whether changes have occurred over time. Methods. A descriptive cross-sectional study design using a 30-item survey instrument regarding the structure, function, and charges of curriculum committees was sent to 100 curriculum committee chairs. Several new variables were added to the questionnaire to explore the use of systematic reviews, oversight of experiential education, and the impact of accreditation standards on work focus. Results. Eighty-five chairs responded. Curriculum committees are on average 1 person larger, less likely to have a student vote, more likely to have formal charges, and more likely to be involved in implementing an outcomes-based curriculum compared with 1994. Committees have shifted their work focus from review of curricular content to curricular revision. Conclusions. Curriculum committees continue to evolve as they respond to changes in pharmacy education and accreditation standards.

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Survey on curriculum committees at U.S. and Canadian medical schools

Cited by 7 publications

References 0 publications

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

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

Interweaving Curriculum Committees

The Role of Curriculum Committees in Pharmacy Education

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