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Article: Design Considerations for an Integrated, Problem-Based Curriculum

TitleDesign Considerations for an Integrated, Problem-Based Curriculum
Authors
Issue Date2016
PublisherSpringer. The Journal's web site is located at http://www.springer.com/education+%26+language/journal/40670
Citation
Medical Science Educator, 2016, v. 26, p. article no. 365 How to Cite?
AbstractProblem-based learning (PBL) curriculum models have the potential to enhance content integration for improved curriculum coherence; however, full implementation of an overarching PBL design is a challenge few health sciences curricula have addressed successfully. Integration of basic, medical and social sciences at degree curriculum, rather than course level, requires the vertical and horizontal integration of knowledge, skills and dispositions across all the years of a programme of study. Such curricula require a different approach to planning, development and management. This paper examines PBL as a curriculum design for integration using an illustrative case of a matrix, team-based curriculum management model in dental education. Implications are drawn for the design and management of integrated curricula in higher education and professional health sciences programmes.
Persistent Identifierhttp://hdl.handle.net/10722/229570
ISSN

 

DC FieldValueLanguage
dc.contributor.authorBridges, SM-
dc.contributor.authorYiu, CKY-
dc.contributor.authorBotelho, MG-
dc.date.accessioned2016-08-23T14:11:57Z-
dc.date.available2016-08-23T14:11:57Z-
dc.date.issued2016-
dc.identifier.citationMedical Science Educator, 2016, v. 26, p. article no. 365-
dc.identifier.issn2156-8650-
dc.identifier.urihttp://hdl.handle.net/10722/229570-
dc.description.abstractProblem-based learning (PBL) curriculum models have the potential to enhance content integration for improved curriculum coherence; however, full implementation of an overarching PBL design is a challenge few health sciences curricula have addressed successfully. Integration of basic, medical and social sciences at degree curriculum, rather than course level, requires the vertical and horizontal integration of knowledge, skills and dispositions across all the years of a programme of study. Such curricula require a different approach to planning, development and management. This paper examines PBL as a curriculum design for integration using an illustrative case of a matrix, team-based curriculum management model in dental education. Implications are drawn for the design and management of integrated curricula in higher education and professional health sciences programmes.-
dc.languageeng-
dc.publisherSpringer. The Journal's web site is located at http://www.springer.com/education+%26+language/journal/40670-
dc.relation.ispartofMedical Science Educator-
dc.rightsThe final publication is available at Springer via http://dx.doi.org/[insert DOI]-
dc.titleDesign Considerations for an Integrated, Problem-Based Curriculum-
dc.typeArticle-
dc.identifier.emailBridges, SM: sbridges@hku.hk-
dc.identifier.emailYiu, CKY: ckyyiu@hkucc.hku.hk-
dc.identifier.emailBotelho, MG: botelho@hkucc.hku.hk-
dc.identifier.authorityBridges, SM=rp00048-
dc.identifier.authorityYiu, CKY=rp00018-
dc.identifier.authorityBotelho, MG=rp00033-
dc.identifier.doi10.1007/s40670-016-0255-6-
dc.identifier.hkuros261275-
dc.identifier.volume26-
dc.identifier.spagearticle no. 365-
dc.identifier.epagearticle no. 365-
dc.publisher.placeGermany-

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