Ahmed Yasar Albushra, Alneel Salma
Department of Medical Oncology, Sligo University Hospital, Sligo, Ireland.
Department Of Paediatrics, Oasis Hospital, Riyadh, Saudi Arabia.
J Adv Med Educ Prof. 2017 Apr;5(2):60-66.
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.
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.
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.
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.
尽管课程分析对于项目的内部完善很重要，但文献中对这一步骤的描述却很少。本文描述了对苏丹喀土穆大学医学院（FMUG）医学课程的分析。在创新医学教育时代，这种分析至关重要，因为引入新课程和课程变革在全球医学教育中已屡见不鲜。
课程分析采用定性描述性分析方法，并采用哈登课程开发框架方法的10个问题。回答哈登的问题反映了课程的基本组成部分以及课程框架的不同方面是如何结合在一起的。文中呈现了课程相关材料和文献中突出的关键特征。
对FMUG课程的分析显示，该课程具有互动性。明确的结构化目标反映了教师的愿景。需求评估方法基于科学依据，课程整合内容已设定以满足国家和国际要求。采用SPICES策略有助于FMUG和学生实现课程目标。采用了多种激励性教学方法，有助于实现课程目标和成果。采用了广泛的评估方法，以正确、可靠地评估课程的学习成果，并使其与预期成果保持一致。FMUG普遍有利的教育环境有利于其运作，并对项目成果产生深远影响。并且有明确的课程管理、监督和评估政策。
多学科且完善的FMUG课程令人满意地回答了哈登的10个问题。当前课程支持精心编写的教师使命和教育目标。它提出了一个结构化的概念框架，支持课程背后假设的有效性。该课程促进了智力和学术追求，并支持社会责任感。
