The Minister Of Education
Mir Hazar Khan Bijarani
Amna M ahmood
Khadija Zubair Ahmed Khan
` Curriculum Issues In Pakistan
The Government of Pakistan identified 4 medical Colleges for introduction of COME, one from each province. Curriculum was prepared by the faculty of these colleges and launched in 2001 and despite concerted efforts could not be implemented. The purpose of this research was to identify the reasons for delay in implementation of the COME curriculum and to assess the understanding of the stakeholders about COME. Methods:
Mixed methods study design was used for data collection. In-depth interviews, mail-in survey questionnaire, and focus group discussions were held with the representatives of federal and provincial governments, Principals of medical colleges, faculty and students of the designated colleges. Rigor was ensured through independent coding and triangulation of data. Results:
The reasons for delay in implementation differed amongst the policy makers and faculty and included thematic issues at the institutional, programmatic and curricular level. Majority (92% of the faculty) felt that COME curriculum couldn’t be implemented without adequate infrastructure. The administrators were willing to provide financial assistance, political support and better coordination and felt that COME could improve the overall health system of the country whereas the faculty did not agree to it. Conclusion:
The paper discusses the reasons of delay based on findings and identifies the strategies for curriculum change in established institutions. The key issues identified in our study included frequent transfer of faculty of the designated colleges and perceived lack of: Continuation at the policy making level
Communication between the stakeholders
Community-oriented medical education, Curriculum development, Educational innovation, Change management, Evaluation of curriculum, Educational leadership
Part: 1 Problem Identification:
The most important step is the first one, the general needs assessment (GNA). The goal of step 1 is to focus the curriculum, by defining the deficits in knowledge, attitude, or skills that currently exist in practitioners and the ideal approach to teaching and learning these objectives. When completed, the GNA makes a strong argument for the need for the curriculum and identifies potential educational research questions. Research for this step can extend over many fields of endeavor: public health and epidemiology, health care systems, utilization and resources, emerging knowledge of disease, patient support groups, and educational theory and practice. A well-researched step 1 impacts steps beyond the learner objectives by identifying educational methodologies, faculty development resources, potential funding resources, and opportunities for dissemination of the curriculum. Identification and critical analysis of the health care problem that will be addressed by the curriculum requires substantial research to analyze what is currently being done by practitioners and educators, i.e., the current approach, and ideally what should be done by practitioners and educators to address the health care problem, i.e., the ideal approach. The general needs assessment is usually stated as the knowledge, attitude, and performance deficits that the curriculum will address.
Process of curriculum development is essential for successful achieving educational goals for medical students. It asks for systematic approach which should respect several aspects: the needs of patients, of the society, the students and teaching staff. This process should be maximal efficient and effective; it should be built upon previous work. Process itself should be done in a...
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