title: Analyzing the Curriculum of the Faculty of Medicine, University of Gezira using Harden's 10 questions framework.
abstract: BACKGROUND
  Despite the importance of curriculum analysis for internal refinement of a programme, the approach for such a step in under-described in the literature. This article describes the analysis of the medical curriculum at the Faculty of Medicine, University of Gezira (FMUG). This analysis is crucial in the era of innovative medical education since introducing new curricula and curricular changes has become a common occurrence in medical education worldwide.
  
  
  METHODS
  The curriculum analysis was qualitatively approached using descriptive analysis and adopting Harden's 10 Questions of curriculum development framework approach. Answering Harden's questions reflects the fundamental curricular components and how the different aspects of a curriculum framework fit together. The key features highlighted in the curriculum-related material and literature have been presented.
  
  
  RESULTS
  The analysis of the curriculum of FMUG reveals a curriculum with interactive components. Clear structured objectives and goals reflect the faculty's vision. The approach for needs assessment is based on a scientific ground, and the curriculum integrated contents have been set to meet national and international requirements. Adopting SPICES strategies helps FMUG and students achieve the objectives of the curriculum. Multiple motivated instructional methods are adopted, fostering coping with the programme objectives and outcomes. A wide range of assessment methods has been adopted to assess the learning outcomes of the curriculum correctly, reliably, and in alignment with the intended outcomes. The prevailing conducive educational environment of FMUG is favourable for its operation and profoundly influences the outcome of the programme. And there is a well-defined policy for curriculum management, monitoring and evaluation.
  
  
  CONCLUSIONS
  Harden's 10 questions are satisfactorily addressed by the multi-disciplinary and well-developed FMUG curriculum. The current curriculum supports the well-written faculty missions and educational objectives. It presents a structured, conceptual framework that supports the validity of the assumption behind the curriculum. The curriculum enhances intellectual and academic pursuits and supports social accountability.
authors.affiliation: Department of Medical Oncology, Sligo University Hospital, Sligo, Ireland.
authors.forename: Yasar Albushra
authors.initials: YA
authors.lastname: Ahmed
authors.affiliation: Department Of Paediatrics, Oasis Hospital, Riyadh, Saudi Arabia.
authors.forename: Salma
authors.initials: S
authors.lastname: Alneel
keywords:  Education;  Medical;  Problem-Based Learning;  Program evaluation; Curriculum