Curriculum for Sale: what is the wisdom?

  • Bashir Hamad

Abstract

Learning outcomes


On completing the editorial, the reader is expected to:


  1. Define ‘curriculum’, curriculum type, name and model and the bought curriculum.

  2. Explain the pros and cons of the bought curriculum vies a vie locally produced curriculum. 

  3. Describe briefly the basic principles and process of modifying the bought curriculum.

The title is not intended by any means to demote what we can call ‘the bought curriculum’ which, in recent years, has become the vogue, especially in the ‘rich’ developing countries, to an extent that it should earn  a place among the various types and models of medical (or rather health science) curricula. Another similar earner, which will not be our subject here, has the unfortunate model name of ‘the highbrid curriculum’.


 It would be pertinent first to touch on some definitions of terms.

References

1. Page, GT, Thomas, JB. International Dictionary of Education. Kagan Page, London, 1979.
2. Posner, G. J. Analyzing the curriculum (3rd ed.). New York: McGraw Hill, 2004.
3. Harden RM, AMEE Guide No. 21: Curriculum mapping: a tool for transparent and authentic teaching and learning; Medical Teacher 2001; 23: 2.
4. Papa, Frank J and Harasym, Peter H. Medical Curriculum Reform in North America, 1765 to the Present: A Cognitive Science Perspective. Acad. Med. 1999; 74: 154-164.
5. Smith, Stephen R & Dollase, R. AMEE Guide No. 14: Outcome-based education: Part 2-planning, implementing and evaluating a competency-based curriculum. Medical Teacher 1999; 21, 1: 15-22.
6. Harden, RM, Crosby, JR, Davis, MH and Friedman, M, AMEE Guide No. 14 Outcome-based education: Part 5- From competency to meta-competency: a model for the specification of learning outcomes, Medical Teacher1999; 21: 6.
7. Harden, RM, Davis, MH & Crosby, JR. The new Dundee medical curriculum: a whole that is greater than the sum of the parts. Medical Education 1997; 31: 264–271.
8. Hamad B. What is community-based education? Evolution, definition and rationale. Chapter 1 in: Schmidt H, Magzoub M, Feletti G, Nooman Z. and Vluggen P (eds) Handbook of Community-Based Education: Theory and Practices. Maastricht, the Netherlands: Network: TUFH Publications, 2000.
9. Richards RW. Best practices in community-oriented health professions education: international exemplars. Education for Health 2001; 14(3): 357-65.
10. Hafferty F. Beyond curriculum reform: confronting medicine’s hidden curriculum. Academic Medicine1998; 73(4):403–7.
11. Seefeldt M, Ahmed BO, Mustafa AE, Ali MM, Ali QM. The approach and major findings of the programme evaluation of the Gezira University Medical School Innovatioin: Tenth year. EMR (East Mediterranean) Health Service J (WHO) 1989; 6: 32-38.
12. Mendis, Susirith. Faculty of Medicine, University of Gezira in: Ronald R. Richards and Judith Sayad (edts) Addressing the needs of people: Best practices in community-oriented health profession education, Network publications, Maastricht, Netherlands, 2001.
AL-Mohaimeed A. Perceptions of the educational environment of a new medical school, Saudi Arabia. International Journal of Health Sciences 2013, 7: 2, 150-159.
Published
2016-06-01
How to Cite
HAMAD, Bashir. Curriculum for Sale: what is the wisdom?. Gezira Journal of Health Sciences, [S.l.], v. 12, n. 2, june 2016. ISSN 1810-5386. Available at: <http://journals.uofg.edu.sd/index.php/gjhs/article/view/418>. Date accessed: 23 sep. 2019.
Section
Articles