Amarasekera, M., Noakes, P. S., & Power, B. D. (2019). Reviewing the preclinical curriculum in a problem based learning driven medical program: Challenges and strategies. MedEdPublish, Early View (Online First).
In order for medical curricula to remain progressive and contemporary, continuous review is critical to ensure that the learners are directed to achieve the intended goals and become workforce ready. We developed a framework for continuous curriculum review at the School of Medicine Fremantle (The University of Notre Dame Australia), taking the key aspects of a curriculum review process into consideration. In planning and implementing the review process we identiﬁed several challenges, including management of metadata, work load on staﬀ members, and evaluation. These challenges were addressed successfully by applying necessary strategies using limited resources. The framework we have developed provides a guide to key stakeholders who are involved in medical curriculum review and development.
curriculum review, preclinical, education, problem based learning, medical education, constructive alignment