Medical Education and Curriculum Reform: Putting Reform Proposals in Context

Iedema, RA; Degeling, PJ; Braithwaite, J; Chan, DK

Medical Education and Curriculum Reform: Putting Reform Proposals in Context

Iedema, RA Degeling, PJ Braithwaite, J Chan, DK

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Publisher:: Medical Education Online
Publication Type:: Journal Article
Citation:: Medical Education Online: an electronic journal, 2004, 9 (17), pp. 1 - 11
Issue Date:: 2004-01

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Field	Value	Language
dc.contributor.author	Iedema, RA	en_US
dc.contributor.author	Degeling, PJ	en_US
dc.contributor.author	Braithwaite, J	en_US
dc.contributor.author	Chan, DK	en_US
dc.date.issued	2004-01	en_US
dc.identifier.citation	Medical Education Online: an electronic journal, 2004, 9 (17), pp. 1 - 11	en_US
dc.identifier.issn	1087-2981	en_US
dc.identifier.uri	http://hdl.handle.net/10453/9863
dc.description.abstract	The purpose of this paper is to elaborate criteria by which the principles of curriculum reform can be judged. To this end, the paper presents an overview of standard critiques of medical education and examines the ways medical curriculum reforms have responded to these critiques. The paper then sets out our assessment of these curriculum reforms along three parameters: pedagogy, educational context, and knowledge status. Following on from this evaluation of recent curriculum reforms, the paper puts forward four criteria with which to gauge the adequacy medical curriculum reform. These criteria enable us to question the extent to which new curricula incorporate methods and approaches for ensuring that its substance: overcomes the traditional opposition between clinical and resource dimensions of care; emphasizes that the clinical work needs to be systematized in so far as that it feasible; promotes multi-disciplinary team work, and balances clinical autonomy with accountability to non-clinical stakeholders.	en_US
dc.publisher	Medical Education Online	en_US
dc.relation.ispartof	Medical Education Online: an electronic journal	en_US
dc.title	Medical Education and Curriculum Reform: Putting Reform Proposals in Context	en_US
dc.type	Journal Article
utslib.citation.volume	17	en_US
utslib.citation.volume	9	en_US
utslib.for	1117 Public Health and Health Services	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	open_access
pubs.consider-herdc	false	en_US
pubs.issue	17	en_US
pubs.volume	9	en_US

Abstract:

The purpose of this paper is to elaborate criteria by which the principles of curriculum reform can be judged. To this end, the paper presents an overview of standard critiques of medical education and examines the ways medical curriculum reforms have responded to these critiques. The paper then sets out our assessment of these curriculum reforms along three parameters: pedagogy, educational context, and knowledge status. Following on from this evaluation of recent curriculum reforms, the paper puts forward four criteria with which to gauge the adequacy medical curriculum reform. These criteria enable us to question the extent to which new curricula incorporate methods and approaches for ensuring that its substance: overcomes the traditional opposition between clinical and resource dimensions of care; emphasizes that the clinical work needs to be systematized in so far as that it feasible; promotes multi-disciplinary team work, and balances clinical autonomy with accountability to non-clinical stakeholders.

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http://hdl.handle.net/10453/9863