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Published on: July 29, 2019
Transgenerational learning: maximising resources, minimising teaching gaps and fostering progressive learning
Lyn Clearihan1, Silvia Vogel, Leon Piterman
1Clinical Education and Professional Development Unit, School of Primary Health Care, Monash University, Building One, 270 Ferntree Gully Road, Notting Hill, Vic. 3168, Australia. lyn.clearihan@monash.edu
Australian Journal of Primary Health
|May 28, 2011
Summary
This study used the Delphi technique and Bloom's taxonomy to revise medical education curricula in ophthalmology and dermatology, aiming to optimize teaching resources and prevent gaps or duplication. The approach showed promise for curriculum planning, though educator participation was limited.
Area of Science:
- Medical Education
- Curriculum Development
Background:
- Rationalizing teaching resources is crucial in medical education.
- Existing curricula may have redundancies or gaps.
Purpose of the Study:
- To re-examine and revise medical curricula for ophthalmology and dermatology.
- To optimize resource allocation and ensure comprehensive teaching coverage.
Main Methods:
- Utilized the Delphi technique for expert consensus.
- Employed Bloom's taxonomy to analyze learning objectives.
- Examined curricula from undergraduate, graduate, and vocational perspectives.
Main Results:
- Learning objectives were collated and analyzed.
- Curricula were revised and learning objectives redistributed.
- Reduced likelihood of teaching duplication and identified potential gaps.
Conclusions:
- The Delphi technique and Bloom's taxonomy offer a structured approach to curriculum review.
- A transgenerational approach to curriculum planning shows potential utility.
- Further research with larger educator groups and formal evaluation is recommended.
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