When disruption strikes the curriculum: Towards a crisis-curriculum analysis framework.

Area of Science:

• Health Professions Education
• Curriculum Development
• Crisis Management

Background:

• Global health professions training is vulnerable to disruptions, as evidenced by the COVID-19 pandemic.
• Previous crises have necessitated reactive curriculum changes, limiting thorough planning and analysis.
• Existing frameworks for managing curricular crises are limited, necessitating new approaches.

Purpose of the Study:

• To develop a structured crisis-curriculum analysis framework for health professions education.
• To provide a practical, step-wise guideline for educators responding to curricular disruption.
• To enhance institutional readiness for managing and refining curriculum practices during crises.

Main Methods:

• Literature review drawing on established models like the SPICES model and Deverell's crisis-induced learning.
• Development of a novel crisis-curriculum analysis framework.
• Creation of a step-wise guideline for practical application.

Main Results:

• A comprehensive crisis-curriculum analysis framework has been developed.
• The framework offers a structured approach to analyzing and adapting curricula during crises.
• A step-wise guideline enhances the practical utility for educators.

Conclusions:

• The developed framework provides essential structure for curriculum analysis amidst global health crises.
• This framework supports educators in navigating disruptions and refining educational practices.
• It contributes to strengthening institutional resilience and preparedness for future crises.