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The science of learning and medical education
Author(s) -
McGaghie William C,
Fisichella Piero Marco
Publication year - 2014
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1111/medu.12396
Subject(s) - citation , library science , medical school , psychology , medicine , medical education , computer science
The traditional approach to medical curriculum design or revision involves work performed by a committee of medical and basic science experts, frequently with consultation with education professionals. Curriculum committee work is grounded in reason, experience and tradition. This work may also be governed by rules that specify curriculum planning steps, which include the identification of problems and an assessment of general needs achieved through a targeted needs assessment, an analysis of educational strategies (e.g. lectures, problem-based learning, clinical experiences), and evaluation and feedback. The structure and content of standardised tests such as the US Medical Licensing Examination (USMLE) Steps 1, 2 and 3 also shape the design of medical curricula because students must pass these examinations to advance in their medical careers.