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

COVID-19 has severely disrupted health professions training globally. This pandemic has been preceded by several other interferences on a smaller scale, setting the scene for crises in perpetuity. With a reactive stance adopted, these crises may result in rapid shifts to curricula, minimizing the opportunity for thorough planning and critical analyses.

Recognizing the limited frameworks available to provide structure to such curricular crises responses, we drew on the literature to develop a crisis-curriculum analysis framework. The work of the SPICES model by Harden et al., the four-dimensional framework by Steketee et al., and Deverell's crisis-induced learning, was used to develop the framework.

The framework provides a structured approach to curriculum analysis in the face of disruption. It is designed to meet the needs of the global health professions education community, currently in the midst of a crisis. Accompanied by a step-wise guideline, this framework is suitable for educators requiring a practically-orientated approach to curriculum analysis.

Recognizing that curriculum analysis is but one part of crisis-management, we argue that this crisis-curriculum analysis framework may align well with strengthening institutional readiness as educators seek to refine and entrench curricular practices adopted during COVID-19.