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ALBUSHRA AHMED, YASAR, ALNEEL, SALMA. (1396). Analyzing the curriculum of the faculty of medicine, University of Gezira using Harden’s 10 questions framework. سامانه مدیریت نشریات علمی, 5(2), 60-66.
YASAR ALBUSHRA AHMED; SALMA ALNEEL. "Analyzing the curriculum of the faculty of medicine, University of Gezira using Harden’s 10 questions framework". سامانه مدیریت نشریات علمی, 5, 2, 1396, 60-66.
ALBUSHRA AHMED, YASAR, ALNEEL, SALMA. (1396). 'Analyzing the curriculum of the faculty of medicine, University of Gezira using Harden’s 10 questions framework', سامانه مدیریت نشریات علمی, 5(2), pp. 60-66.
ALBUSHRA AHMED, YASAR, ALNEEL, SALMA. Analyzing the curriculum of the faculty of medicine, University of Gezira using Harden’s 10 questions framework. سامانه مدیریت نشریات علمی, 1396; 5(2): 60-66.

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

Journal of Advances in Medical Education & Professionalism
مقاله 3، دوره 5، شماره 2، تیر 2017، صفحه 60-66    اصل مقاله (472.57 K)
نویسندگان
YASAR ALBUSHRA AHMED* 1؛ SALMA ALNEEL2
1Department of Medical Oncology, Sligo University Hospital, Sligo, Ireland
2Department Of Paediatrics, Oasis Hospital, Riyadh, Saudi Arabia
چکیده
Introduction: Despite the importance of curriculum analysisfor internal refinement of a programme, the approach for sucha step in under-described in the literature. This article describesthe analysis of the medical curriculum at the Faculty of Medicine,University of Gezira (FMUG). This analysis is crucial in the eraof innovative medical education since introducing new curriculaand curricular changes has become a common occurrence inmedical education worldwide.Methods: The curriculum analysis was qualitatively approachedusing descriptive analysis and adopting Harden’s 10 Questionsof curriculum development framework approach. AnsweringHarden’s questions reflects the fundamental curricular componentsand how the different aspects of a curriculum framework fittogether. The key features highlighted in the curriculum-relatedmaterial and literature have been presented.Results: The analysis of the curriculum of FMUG revealsa curriculum with interactive components. Clear structuredobjectives and goals reflect the faculty’s vision. The approachfor needs assessment is based on a scientific ground, and thecurriculum integrated contents have been set to meet national andinternational requirements. Adopting SPICES strategies helpsFMUG and students achieve the objectives of the curriculum.Multiple motivated instructional methods are adopted, fosteringcoping with the programme objectives and outcomes. A widerange of assessment methods has been adopted to assess thelearning outcomes of the curriculum correctly, reliably, and inalignment with the intended outcomes. The prevailing conduciveeducational environment of FMUG is favourable for its operationand profoundly influences the outcome of the programme. Andthere is a well-defined policy for curriculum management,monitoring and evaluation.Conclusion: Harden’s 10 questions are satisfactorily addressedby the multi-disciplinary and well-developed FMUG curriculum.The current curriculum supports the well-written faculty missionsand educational objectives. It presents a structured, conceptualframework that supports the validity of the assumption behind thecurriculum. The curriculum enhances intellectual and academicpursuits and supports social accountability.Keywords: Curriculum; Education; Medical; Problem-based learning; Program evaluation
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