Volume 196 - Issue 8
The Sydney University Medical Program: highlights and lessons
Author: David A Kandiah
Med J Aust 2012; 196 (8): 503. || doi: 10.5694/mja12.10300
Published online: 7 May 2012
Published online: 7 May 2012
To the Editor: Two aspects of developing or renewing medical curricula that were highlighted recently by Goulston and Oates1 deserve further qualification: the dynamic nature of a medical curriculum; and wide consultation with a broad range of academics.
Because medical curricula are continually evolving, it is crucial
to appoint and support the right people to lead ...
To the Editor: Two aspects of developing or renewing medical curricula that were highlighted recently by Goulston and Oates1 deserve further qualification: the dynamic nature of a medical curriculum; and wide consultation with a broad range of academics.
Because medical curricula are continually evolving, it is crucial to appoint and support the right people to lead the development process. These academics need to have curriculum development skills, innovative ideas and up-to-date knowledge of international curriculum design.
Consulting widely with clinicians, health professionals and the community can provide useful insights into how graduates of a particular medical school are perceived. In particular, feedback should be obtained from clinical supervisors who engage with graduates in the work environment.
Any new medical curricula should be developed with the aim of producing graduates who can cope with:
advances in educational theory and practice;
rapid expansion in medical knowledge;
changing work practices; and
increased consumer expectations.
Champions of curriculum development should identify what evidence-based strengths their own graduates currently have and agree on the direction in which to move in future, if at all.2 For example, they may decide that their scope is to produce more generalists to fit in with current national medical manpower needs, and so shift the emphasis from specialist-based training to more generalist training blended with acquiring research skills (Box). There needs to be general consensus so that the new curriculum is embraced by both staff and students.
Competing interests
No relevant disclosures.
References
- Goulston KJ, Oates RK. The Sydney University Medical Program: highlights and lessons. Med J Aust 2012; 196: 106-107. 0_CHDIGICI
- Dean SJ, Barratt AL, Hendry GD, Lyon PMA. Preparedness for hospital practice among graduates of a problem-based, graduate- entry medical program. Med J Aust 2003; 178: 163-166. 0_CBBHHGCC