Analyzing the curriculum of the faculty of medicine, University of Gezira using Harden’s 10 questions framework

YASAR ALBUSHRA AHMED, SALMA ALNEEL

Abstract


Introduction: Despite the importance of curriculum analysis
for internal refinement of a programme, the approach for such
a step in under-described in the literature. This article describes
the analysis of the medical curriculum at the Faculty of Medicine,
University of Gezira (FMUG). This analysis is crucial in the era
of innovative medical education since introducing new curricula
and curricular changes has become a common occurrence in
medical education worldwide.
Methods: The curriculum analysis was qualitatively approached
using descriptive analysis and adopting Harden’s 10 Questions
of curriculum development framework approach. Answering
Harden’s questions reflects the fundamental curricular components
and how the different aspects of a curriculum framework fit
together. The key features highlighted in the curriculum-related
material and literature have been presented.
Results: The analysis of the curriculum of FMUG reveals
a curriculum with interactive components. Clear structured
objectives and goals reflect the faculty’s vision. The approach
for needs assessment is based on a scientific ground, and the
curriculum integrated contents have been set to meet national and
international requirements. Adopting SPICES strategies helps
FMUG and students achieve the objectives of the curriculum.
Multiple motivated instructional methods are adopted, fostering
coping with the programme objectives and outcomes. A wide
range of assessment methods has been adopted to assess the
learning outcomes of the curriculum correctly, reliably, and in
alignment with the intended outcomes. The prevailing conducive
educational environment of FMUG is favourable for its operation
and profoundly influences the outcome of the programme. And
there is a well-defined policy for curriculum management,
monitoring and evaluation.
Conclusion: Harden’s 10 questions are satisfactorily addressed
by the multi-disciplinary and well-developed FMUG curriculum.
The current curriculum supports the well-written faculty missions
and educational objectives. It presents a structured, conceptual
framework that supports the validity of the assumption behind the
curriculum. The curriculum enhances intellectual and academic
pursuits and supports social accountability.

Keywords: Curriculum; Education; Medical; Problem-based learning; Program evaluation


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 P ISSN: 2322-2220            E ISSN:2322-3561      

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