Deriving criteria by which to determine core curriculum content : a high engagement process
| dc.contributor.author | Hanekom, S. D. | |
| dc.contributor.author | Unger, M. | |
| dc.contributor.author | Cilliers, F. | |
| dc.contributor.other | Faculty of Medicine and Health Sciences. Dept. of Interdisciplinary Health Sciences. Occupational Therapy. | en_ZA |
| dc.date.accessioned | 2015-04-24T10:37:39Z | |
| dc.date.available | 2015-04-24T10:37:39Z | |
| dc.date.issued | 2014-10 | |
| dc.description | Hanekom, S.D., Unger, M., Cilliers, F. 2014. Deriving criteria by which to determine core curriculum content: a high engagement process. AJHPE, 6(2):180-184. DOI:10.7196/AJHPE.496 | en_ZA |
| dc.description | Publication of this article was funded by the Stellenbosch University Open Access Fund. | |
| dc.description | The original publication is available at http://www.ajhpe.org.za | |
| dc.description.abstract | ENGLISH ABSTRACT: Background. During curriculum revision, an important task is identifying a core curriculum. Deciding what criteria to use to determine core content is crucial and impacts on graduate outcomes and patient care. Objective. To identify criteria to apply in order to determine core content. Methods. A high engagement process involving eleven staff and two undergraduate student representatives was used. The process consisted of a stimulus question; brainstorming; sharing, clarification and clustering of ideas; second-phase brainstorming, clarification and clustering; prioritisation; and finally vote tally and categorisation. Results. The group initially identified 28 criteria to use when deciding on core content. The criteria were reduced stepwise to 15, and finally 3 criteria that enjoyed widespread support were identified. Content would be included in the curriculum if: (i) it was relevant to the South African context; (ii) it would ensure safe and effective practice by first-line practitioners; and (iii) it was evidence-based. Conclusion. The process lends itself to the participation of multiple stakeholders in an engaging yet anonymous manner. It helps ensure that all voices are heard and ideas included in prioritisation. The process easily manages a multiplicity of ideas; similar ideas are efficiently identified and clustered. Finally, the process is time-efficient. | en |
| dc.description.version | Publishers' version | |
| dc.identifier.citation | Hanekom, S.D., Unger, M., Cilliers, F. 2014. Deriving criteria by which to determine core curriculum content: a high engagement process. AJHPE, 6(2):180-184. DOI:10.7196/AJHPE.496 | en_ZA |
| dc.identifier.citation | Hanekom, S.D., Unger, M., Cilliers, F. 2014. Deriving criteria by which to determine core curriculum content: a high engagement process. AJHPE, 6(2):180-184. DOI:10.7196/AJHPE.496 | |
| dc.identifier.issn | 2078-5127 (Online) | |
| dc.identifier.other | DOI:10.7196/AJHPE.496 | |
| dc.identifier.uri | http://hdl.handle.net/10019.1/96517 | |
| dc.language.iso | en_ZA | en |
| dc.publisher | Health and Medical Publishing Group | |
| dc.rights.holder | Author holds the copyright | |
| dc.subject | Core curriculum | en |
| dc.subject | Consensus | en |
| dc.subject | Physiotherapy | en |
| dc.subject | Physical therapy -- Study and teaching -- South Africa | en_ZA |
| dc.subject | Physical therapy -- Outlines, syllabi, etc. | en_ZA |
| dc.title | Deriving criteria by which to determine core curriculum content : a high engagement process | en |
| dc.type | Article | en |