An exploration of crossborder medical curriculum partnerships: Balancing curriculum equivalence and local adaptation

Medical Teacher
Dominique G J WatervalAlbert J J A Scherpbier

Abstract

Worldwide, medical schools have entered into crossborder curriculum partnerships (CCPs) to provide equivalent curricula and learning experiences to groups of geographically separated students. Paradoxically, this process also involves adaptation of curricula to suit local contexts. This study has focused on challenges faced by medical Crossborder curriculum programme directors and strategies they employed to overcome these. We conducted a qualitative study on six CCPs using document analysis and semi-structured interviews with 13 programme directors from 12 medical schools. Interview transcripts were coded iteratively, followed by cross-case analysis. The challenges faced by CCP programme directors are four-fold, springing from differences in health care systems, legislation and political interference, teaching and learning environments, and partnership. Deliberate strategies, such as intensifying interactions between partners in all academic echelons, can help to overcome these. Partnerships vary in their setup and collaboration strategy. Medical CCPs are challenging though seem feasible. Partnerships with more solid integration of academic operations appear robust in terms of ownership and provide, besides financial, also aca...Continue Reading

References

Oct 18, 2002·Nurse Education Today·Michael Wilson
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Nov 7, 2006·Academic Medicine : Journal of the Association of American Medical Colleges·Hans Karle
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Jul 19, 2012·Medical Education·Sarath Burgis-KasthalaImelda Bates
Mar 30, 2013·BMC Medical Education·Prisca A C ZwanikkenAlbert Scherpbier

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Citations

Jul 25, 2019·Teaching and Learning in Medicine·Kerry WilburPim W Teunissen

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