| Autor: |
Khan RA; Islamic International Medical College, Riphah International University, Rawalpindi, Pakistan.; School of Health Professions Education, 5211 Maastricht University, Maastricht, the Netherlands., Spruijt A; School of Health Professions Education, 5211 Maastricht University, Maastricht, the Netherlands.; Faculty of Veterinary Medicine, Utrecht University, Utrecht, the Netherlands., Mahboob U; Institute of Health Professions Education and Research, Khyber Medical University Peshawar, Pakistan.; Centre for Medical Education, University of Dundee, United Kingdom., Eraky MA; Imam Abdulrahman Bin Faisal University, Dammam, Kingdom of Saudi Arabia., van Merrienboer JJG; School of Health Professions Education, 5211 Maastricht University, Maastricht, the Netherlands. |
| Jazyk: |
angličtina |
| Zdroj: |
Evaluation & the health professions [Eval Health Prof] 2021 Sep; Vol. 44 (3), pp. 210-219. Date of Electronic Publication: 2020 Jun 17. |
| DOI: |
10.1177/0163278720934164 |
| Abstrakt: |
Curriculum evaluation is typically done by using quality standards defined by accrediting bodies. This does not include inhibitors that hinder the achievement of standards. Hence, to address both standards and inhibitors, we have coined the new concept of "curriculum viability." This study establishes consensus among experts on curriculum viability indicators, i.e. standards and inhibitors, and aims to provide a framework for evaluating the curriculum viability. The study was done in two phases. In the first phase, a consensus was established on the curriculum viability indicators using the Modified Delphi Technique using two rounds. In the first round of the Delphi process, 25 experts participated, which were reduced to 19 in the second round. After two rounds, experts developed a consensus on 40 out of 44 items. These included 27 standards and 13 inhibitors. In the second phase, 18 experts rank-ordered the indicators according to their relative importance in the areas of educational content and strategies, faculty, leadership, assessment, students, educational/working environment, communication, and technology. The list of indicators provides a framework for evaluating the curriculum viability, and their ordering enables curriculum managers to prioritize them during curriculum evaluation. |
| Databáze: |
MEDLINE |
| Externí odkaz: |
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