Twelve tips for implementing whole-task curricula: how to make it work
- PMID: 23782045
- DOI: 10.3109/0142159X.2013.799640
Twelve tips for implementing whole-task curricula: how to make it work
Abstract
Whole-task models of learning and instructional design, such as problem-based learning, are nowadays very popular. Schools regularly encounter large problems when they implement whole-task curricula. The main aim of this article is to provide 12 tips that may help to make the implementation of a whole-task curriculum successful. Implementing whole-task curricula fails when the implementation is not well prepared. Requirements that must be met to make the implementation of whole task models into a success are described as twelve tips. The tips are organized in four clusters and refer to (1) the infrastructure, (2) the teachers, (3) the students, and (4) the management of the educational organization. Finally, the presented framework will be critically discussed and the importance of shared values and a change of culture is emphasized.
Similar articles
-
Cracks in problem-based learning: what is your action plan?Med Teach. 2013 Oct;35(10):806-14. doi: 10.3109/0142159X.2013.826792. Epub 2013 Aug 23. Med Teach. 2013. PMID: 23971890
-
Twelve tips for medical curriculum design from a cognitive load theory perspective.Med Teach. 2016 Jul;38(7):669-74. doi: 10.3109/0142159X.2015.1132829. Epub 2016 Jan 25. Med Teach. 2016. PMID: 26806279
-
4C/ID in medical education: How to design an educational program based on whole-task learning: AMEE Guide No. 93.Med Teach. 2015 Jan;37(1):4-20. doi: 10.3109/0142159X.2014.928407. Epub 2014 Jul 23. Med Teach. 2015. PMID: 25053377
-
An international strategic plan to preserve and restore vision: four curricula of ophthalmic education.Am J Ophthalmol. 2007 May;143(5):859-65. doi: 10.1016/j.ajo.2007.01.055. Am J Ophthalmol. 2007. PMID: 17452171 Review.
-
Have motivation theories guided the development and reform of medical education curricula? A review of the literature.Acad Med. 2012 Jun;87(6):735-43. doi: 10.1097/ACM.0b013e318253cc0e. Acad Med. 2012. PMID: 22534597 Review.
Cited by
-
The impact of interprofessional task-based training on the prevention of surgical site infection in a low-income country.BMC Med Educ. 2021 Dec 9;21(1):607. doi: 10.1186/s12909-021-03046-3. BMC Med Educ. 2021. PMID: 34879846 Free PMC article.
-
Training Residents in Advance Care Planning: A Task-Based Needs Assessment Using the 4-Component Instructional Design.J Grad Med Educ. 2021 Aug;13(4):534-547. doi: 10.4300/JGME-D-20-01263.1. Epub 2021 Aug 13. J Grad Med Educ. 2021. PMID: 34434514 Free PMC article.
-
Medical educators' beliefs about learning goals, teaching, and assessment in the context of curriculum changes: a qualitative study conducted at an Iranian medical school.BMC Med Educ. 2021 Aug 24;21(1):446. doi: 10.1186/s12909-021-02878-3. BMC Med Educ. 2021. PMID: 34429081 Free PMC article.
-
Spiritual dimension in palliative medicine: a qualitative study of learning tasks: medical students, teachers, educationalists.BMJ Support Palliat Care. 2023 Dec 7;13(e2):e408-e414. doi: 10.1136/bmjspcare-2021-003026. BMJ Support Palliat Care. 2023. PMID: 34285040 Free PMC article.
-
Design and evaluation of a learning assignment in the undergraduate medical curricula on the four dimensions of care: a mixed method study.BMC Med Educ. 2021 May 31;21(1):309. doi: 10.1186/s12909-021-02681-0. BMC Med Educ. 2021. PMID: 34059030 Free PMC article.
MeSH terms
LinkOut - more resources
Full Text Sources
Other Literature Sources
Miscellaneous