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The Anatomy of Change: A Scoping Review of Surgical Curriculum Renewal Processes
Marc A Seifman1,2, Robyn Woodward-Kron3, Roi Y Kagan2
1Department of Surgery (Austin Precinct), The University of Melbourne, Melbourne, Australia.
Purpose:
Renewal of surgical curricula is critical in maintaining relevance to contemporary healthcare needs. A curriculum document usually describes its purpose, intended outcomes, content, methods, and assessment and evaluation processes. The document may also consider cultural, professional, political, and social contexts. While there are published curriculum development approaches, guidance on renewal processes is limited. This scoping review aims to synthesise literature on surgical curriculum renewal, to understand the key elements of this process, and identify areas for improvement.
Methods:
A scoping review was conducted by the core author team, with co-creation involving a Knowledge User Group (KUG). Seven databases were searched for sources published since 2003. Sources relating to curriculum renewal were included, and data were extracted via iterative and consultative processes involving both core authors and the KUG. Themes were identified via qualitative content analysis and thematic mapping of reported features.
Results:
Eighteen sources were included from an originally identified 2359 articles. Six models of curriculum development were characterised, yet no curriculum renewal model was delineated. Terminology was inconsistent. Primary participants (trainees and trainers) tended to be consulted but not included in curriculum renewal teams. Factors including participant engagement, educational support, and financial resources were identified as enablers in particular environments, and considered as barriers in other contexts. Drivers for renewal included changes in surgical education and training; in surgical practice; and, participant concerns.
Discussion:
Addressing identified barriers can transform them into catalysts for change. Greater standardisation of terminology in surgical curriculum renewal is needed. The field would benefit from purpose-built frameworks, educational scholarship, co-design, and the implementation of strategies to ensure barriers to renewal become enablers of the surgical curriculum renewal process.
