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In institutions that
provide health profession education, their curricula (programs)
involves students, teachers and the material (information) to be
learnt. The students change each year. The teachers come and go with
role changes, promotions and retirals. The material to be learnt
needs constant updating in relation to new medical research
findings, changes in patient care and government policy. This makes
the curriculum a dynamic and changing process. Curriculum
development is never finished; it is a continuous iterative process
that involves many stages. We provide
institutions that offer health profession education our experience
in analyzing their curricular needs, and planning for the
implementation of changes in areas that require development.
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