Article
Development of a modular integrated, medical curriculum: an eight step approach at Charité – Universitätsmedizin Berlin
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Published: | September 26, 2011 |
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Outline
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Question: Changing medical curricula from traditional to integrated competence-orientated concepts is a dynamic interactive process. To keep the curriculum development transparent for a faculty, it is essential to standardize the planning process.
Methods: A curricular framework had been designed for a total of forty modules by a group of educational experts and students. This framework defines the overall learning objectives and competencies to be achieved for each individual 4-week module. The planning process of each module includes eight meetings with defined agendas, combined with formal faculty development elements. Specific topics were:
- 1.
- curricular principles,
- 2.
- students’ outcome orientation and defining main topics for each week,
- 3.
- designing and
- 4.
- discussing learning objectives,
- 5.
- peer review of learning objectives,
- 6.
- creating problem-based-learning cases,
- 7.
- assessment planning,
- 8.
- finalising and
- 9.
- evaluating the process.
The primary goal of this process is to develop a manual containing the complete learning objectives.
Results: Twelve modules have been developed successfully by using this eight step approach. A continuously updated and improved portfolio has been provided to the all participants of the module design groups. This portfolio has become a key instrument for curricular design and faculty development.
Conclusion: A defined, continuously improved 8 step approach is appropriate and effective to develop, implement and evaluate a competency-based integrated curriculum.