Curriculum Design and Implementation: Resources, Processes and Results

Abstract

www.ejpbl.org Copyright 2019 International Society for Problem-Based Learning This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/ by-nc/4.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. Purpose: To conduct critical reviews of two current health professional programs to test alignment of implementation efforts and governance processes to student, academic and industry expectations and outcomes; To make recommendations for curriculum design and implementation that optimize alignment of course/unit processes and outcomes to expectations of stakeholders. Methods: Workshops and iterative processes document analysis, comparative appraisal of website program offerings, analysis of graduate survey responses, literature reviews. Results: Implicit in renewal processes were intentions to align to Faculty Vision, ensure viability of offerings, improve responses to student and service needs and monitor impact of design choices on resources. Conclusion: Improving alignment of strategies with curriculum design were reliant on good governance of implementation, management of resources supporting learning. Review processes require collaboration between reviewers and members of academic units, consideration of extent of achievement of shared expectations around learning and teaching activities and appraisal of realistic expectations of curriculum.