What biomedical science should be included in undergraduate medical courses and how is this decided?
This review aimed to determine the availability of core curricula for the biomedical sciences in the published literature and the approach taken to determining learning objectives. A systematic review was conducted searching three databases for articles containing the terms 'core curriculum', 'undergraduate' and 'medic*'. Fifty seven papers were read in full, of which 40 listed learning objectives. The authors used a consensus process to categorize the learning objectives according to the level of detail (high / medium / low) and the approach taken (either a top down approach using experts or a bottom up approach using key stakeholders). This paper directs the reader to publications that describe core curricula for the biomedical sciences. The review revealed that topic coverage was patchy and there was a variable level of detail of learning outcomes presented. Documents published by professional bodies tended to provide more detailed learning outcomes than those derived by experts associated with medical schools. Two thirds of the 40 publications used a top down approach and there was a temporal trend towards involving non-expert groups in some stage of the process of defining the learning objectives, regardless of whether a top down or bottom up approach was taken.
Bull
Stephanie
S
Institute of Clinical Education, Peninsula College of Medicine and Dentistry, University of Exeter, Exeter, UK. stephanie.bull@pms.ac.uk
Mattick
Karen
K
D020811:Biomedical Technology / Q000193:education*; D003479:Curriculum / Q000592:standards*; D004504:Education, Medical, Undergraduate; D006801:Humans