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Curriculum or syllabus: which are we reforming?
Julian L. Burton1, Seonaidh McDonald
1University of Sheffield Medical School, Sheffield, UK.
Medical Teacher
|May 24, 2001
Summary
Medical educators and students often view curriculum narrowly, primarily as a syllabus. This limited understanding may significantly impact medical education reform efforts.
Area of Science:
- Medical Education
- Curriculum Studies
Background:
- A shared understanding of 'curriculum' is crucial for effective medical education reform.
- Previous research has not established a common frame of reference for the term 'curriculum' among stakeholders.
Purpose of the Study:
- To investigate the understanding of the term 'curriculum' among medical educators and students.
- To determine if a common frame of reference exists for the concept of curriculum in medical education.
Main Methods:
- A sample of medical educators and students were polled regarding their understanding of 'curriculum'.
- Responses were analyzed using content analysis techniques.
- Response rates were 85% for staff and 34.9% for students.
Main Results:
- The majority of responses (87.5%) were polythematic, with dominant themes including 'curriculum as a syllabus', 'curriculum as a meta-syllabus', and 'curriculum as a means to an end'.
- The study found that the concept of curriculum is complex and not easily defined.
- Most respondents perceived curriculum in a two-dimensional manner, often equating it to 'syllabus'.
Conclusions:
- The complex nature of curriculum resists simple definitions.
- A prevalent, simplified view of curriculum as 'syllabus' may have substantial implications for ongoing medical curriculum development and reform.