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Related Experiment Videos

A systematic process for content review in a problem-based learning curriculum.

Patricia Solomon1, E. Lynne Geddes

  • 1McMaster University, School of Rehabilitation Science, Hamilton, Ontario, Canada.

Medical Teacher
|July 6, 2002
PubMed
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Maintaining an up-to-date problem-based curriculum requires a systematic review process. This approach ensures students are prepared for both evidence-based practice and real-world clinical challenges.

Area of Science:

  • Medical Education
  • Curriculum Development

Background:

  • Problem-based curricula present unique challenges for content maintenance.
  • Keeping educational content current is crucial for effective medical training.

Purpose of the Study:

  • To describe a systematic process for reviewing and updating content in a problem-based curriculum.
  • To ensure the curriculum remains relevant to both emerging evidence and clinical practice.

Main Methods:

  • Utilized consultation with students, faculty, and the clinical community.
  • Incorporated external reviewers for objective assessment.
  • Implemented a faculty consensus process for decision-making.

Main Results:

  • The systematic review process enhanced communication and cooperation among faculty.

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  • The curriculum successfully balanced preparation for evidence-based practice with clinical reality.

    • Conclusions:

    • A systematic content review process is effective for problem-based curricula.
    • This method fosters collaboration and ensures curriculum relevance in medical education.