The alignment imperative in curriculum renewal

Medical Teacher
Kulamakan KulasegaramPatricia Houston

Abstract

There are perennial calls for MD curricula to reform in order to meet the changing needs of students, patients, and society. And yet, efforts at renewal have also been suggested to have minimal impact on the pedagogy and outcomes of medical education. One reason may be misalignment between the components of the curriculum during design and implementation. The University of Toronto MD program recently renewed its undergraduate preclinical Foundations curriculum. Mindful of the pitfalls of misalignment, the renewal process focused deliberately on alignment between the various components of the curriculum: instructional methods, student assessment, faculty development, and the larger purpose of serving students and society. Educational evidence was used to drive the alignment process which resulted in three major changes. First, we created a spiral curriculum centered on 72 virtual patient cases designed to integrate content and prepare students for clinical learning. Second, we introduced a novel medical psychiatry component to address a core societal need in mental health. This exposed students early to experiences of complexity, ambiguity, and integrated patient care. Lastly, a shift to assessment for learning and programmatic ...Continue Reading

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Apr 17, 2019·Teaching and Learning in Medicine·Julian ManzoneRyan Brydges
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Jul 26, 2021·Canadian Journal of Ophthalmology. Journal Canadien D'ophtalmologie·Tina FelfeliHannah H Chiu
Aug 5, 2021·Medical Teacher·Sylvia HeenemanCees P M van der Vleuten

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