A Scale for Curriculum Evaluation and Development in the Health Professions

Abstract

Schools responsible for the education of health professionals throughout the world are seeking ways to respond to the changing realities of the health professions and society. In an effort to be responsive to as many people as possible, there is a need to develop evaluative instruments that are effective and easily understood by multiple stakeholders. The authors describe the effective utilization of a simple scale for curricular evaluation, innovation, and reform. The scale, which incorporates two previously described instruments, can be used as an aid in several phases of curricular design: (a) during the development ofastatementofeducationalphilosophies that aid in goal and objective development, (b) during the selection and organization of learning experiences, and (c) during the evaluation of a curriculum.

Get full access to this article

View all access options for this article.

References

Bok, D. (1982). President's report, 1982-1983. Boston: Harvard University.

Caplan, A. J. , Englehardt, H. J. , & McCartney, J. J. (1981). Concepts of health and disease. Reading, MA: Addison-Wesley.

Dumais, B. , & Des Marchais, J. E. (1989). Implementation of a student centered and community oriented curriculum in Sherbrooke: Experience of the first two years. In Proceedings of the 10th Anniversary Conference of the Network of Community Oriented Educational Institutions for Health Sciences (NCOEIHS) (pp. 27-32). Roldue, the Netherlands.

European Region States of the World Health Organization . (1988). The Lisbon Initiative. World Health Organization Regional Meeting, Lisbon.

Harden, R. M. , Sowden, S. , & Dunn, W. R. (1984). Educational strategies in curriculum development: The SPICES model. Medical Education, 18, 284-297.

Lalonde, M. (1981). A new perspective on the health of Canadians. Ottawa: [S.N.].

Maddison, D. C. (1978). What's wrong with medical education? Medical Education, 12,97-102.

Mennin, S. P. , & Kaufman, A. (1989a). The change process and medical education. Medical Teacher, 11, 9-16.

Mennin, S. P. , & Kaufman, A. (1989b). The change process and medical education. Annals of Community Oriented Education, 2, 101-110.

10.

Neufeld, V. (1989). Community-based medical education. Annals of Community Oriented Education, 2, 65-84.

11.

Osler, W. (1913). Address on examinations, examiners, and examinees. Lancet, 2, 1047-1050.

12.

Pellegrino, E. D. (1983). Articulating public need and educational policy. In C. H. McGuire , R. P. Foley , A. Gorr , & R. W. Richards (Eds.), Handbook of health professions education. London: Jossey-Bass.

13.

Richards, R. , Fulop, T. , & Bannerman, J. (1987). Innovative schools for health personnel. Geneva: World Health Organization.

14.

Schwab, J. J. (1969). The practical: A language for curriculum. School Review, 78, 1-24.

15.

Sutherland, R. W. , & Fulton, M. J. (1988). Health care in Canada. Ottawa: M.O.M. Printing.

16.

Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press.

17.

Walker, D. F. (1971). A naturalistic model for curriculum development. School Review, 80, 51-65.

18.

World Health Organization . (1984). The role of universities in the strategies for health for all by the year 2000. Geneva: World Health Organization.

19.

World Health Organization . (1989). The Edinburgh Declaration. Annals of Community Oriented Education, 2, 111-115.