A collaborative process for a program redesign for education in evidence-based health care

Area of Science:

• Health Professions Education
• Curriculum Development
• Educational Program Redesign

Background:

• Existing health education programs require continuous improvement to maintain relevance and effectiveness.
• Strengthening evidence-based practice and curriculum alignment are key goals in health professions education.

Purpose of the Study:

• To outline a collaborative framework for redesigning a 5-year health education program.
• To enhance evidence-based practice and curriculum alignment within the program.

Main Methods:

• A whole-of-program approach was adopted, restructuring courses into professional practice, clinical research, and clinical science streams.
• Facilitated workshops included diverse stakeholders: faculty, department leadership, clinic supervisors, sessional staff, and recent graduates.
• Curriculum mapping was utilized to analyze content flow and learning progression.

Main Results:

• The undergraduate program was redesigned for a more logical student learning pathway.
• Postgraduate programs were restructured to include dedicated research-only units.
• Unit content and assessments were revised to improve year-to-year progression of learning outcomes.

Conclusions:

• Curriculum mapping facilitated discussions on knowledge progression and evidence-based development.
• Ongoing monitoring and collaborative efforts are essential to prevent curriculum drift and ensure continuous improvement.
• Inclusive participation and understanding of program goals are vital for the redesign process's success.