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DILEMMAS FACING CURRICULUM FRAMERS
Author(s) -
Read John
Publication year - 1971
Publication title -
medical journal of australia
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.904
H-Index - 131
eISSN - 1326-5377
pISSN - 0025-729X
DOI - 10.5694/j.1326-5377.1971.tb50340.x
Subject(s) - curriculum , relevance (law) , face (sociological concept) , curriculum theory , sociology , duration (music) , pedagogy , engineering ethics , curriculum development , political science , law , social science , engineering , art , literature
Curriculum revision in medicine is a popular pastime. It is also necessary. The desirability of basing curriculum revision on educational objectives is emphasized; but it is concluded that, whether curriculum framers recognize it or not, this process is rarely achieved. The approach is usually a pragmatic, albeit highly motivated, one. In their pragmatic approach, curriculum framers face a number of difficulties and dilemmas. These include dilemmas related to content and duration, integration, individual responsibility, relevance and public finance. Some of the dilemmas are described; regrettably, the “correct” solutions cannot yet be provided.