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Does Curriculum Analysis in Clinical Residency Training Need to be Different?
Mohamed Hassan Taha1, Mohamed El Hassan Abdalla1, Yasar Ahmed2
1Medical Education Center, College of Medicine, University of Sharjah, Sharjah, United Arab Emirates.
Journal of Medical Education and Curricular Development
|December 17, 2019
Summary
This study analyzed the Internal Medicine Residency Programme curriculum in Sudan, finding it meets community needs but requires improvements in training strategies, assessment methods, and the learning environment for better medical education.
Area of Science:
- Medical Education
- Curriculum Development
- Internal Medicine Residency Training
Background:
- Curriculum analysis is crucial for evaluating medical education programs.
- Assessing the Internal Medicine Residency Programme at the Sudan Medical Specialisation Board is essential for quality improvement.
Purpose of the Study:
- To analyze the Internal Medicine Residency Programme curriculum at the Sudan Medical Specialisation Board.
- To identify strengths, weaknesses, and areas for enhancement in the existing curriculum.
Main Methods:
- Qualitative descriptive analysis using the Harden Ten Questions framework.
- Document analysis and thematic analysis of curriculum components.
Main Results:
- The curriculum demonstrates a strong foundation in needs assessment, clear objectives, content organization, and management.
- Identified areas for improvement include training strategies, methods, assessment techniques, and the learning environment.
Conclusions:
- The curriculum aligns with Sudanese community needs and internal medicine requirements, promoting lifelong learning.
- Enhancements in clinical teaching, trainee assessment, and learning environments are recommended.
- The Harden Ten Questions framework proved useful for postgraduate curriculum analysis, with suggestions for adaptation.
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