Abstract
BackgroundMonitoring and management of undergraduate medical education (UME) curricula are crucial contributors to successful medical education. This systematized review explores the different approaches that medical schools have to UME curriculum management or monitoring in order to provide a basis for curriculum managers.MethodsPubMed, Science Direct, Scopus, and ERIC were searched with no time limitation using the keywords curriculum, medicine, management, monitoring, and alignment. Advanced search options and Boolean operators ‘AND’ and ‘OR’ were also used to find more relevant records.ResultsFrom a total of 673 records, 14 articles along with 7 papers from hand searching and snowballing were included in the review. Documents were categorized into 3 groups of UME curriculum management: developing computerized tools, surveying curriculum stakeholders and reviewing curriculum documents, and introducing managerial structures.ConclusionsDifferent approaches are reported for UME curriculum management/monitoring at different levels. Managerial structures and computerized tools are most frequently used at the college level because of the large number of faculty members who are responsible for the UME curriculum delivery and the large amount of complex curriculum information. Surveys and reviews of curriculum documents are used mostly to manage a part of a UME curriculum or to monitor teaching of a certain subject during all or some of the educational years.
Highlights
Monitoring and management of undergraduate medical education (UME) curricula are crucial contributors to successful medical education
Because of their dynamic characteristics, the focus of this paper is on curriculum management and monitoring
7 articles retrieved from hand searching and snowballing were added to the review
Summary
Monitoring and management of undergraduate medical education (UME) curricula are crucial contributors to successful medical education This systematized review explores the different approaches that medical schools have to UME curriculum management or monitoring in order to provide a basis for curriculum managers. Monitoring both looks forward and backward and tries to answer the question ‘Are we reaching there?’ It is a regular continuous and systematic process that collects data routinely to correct and improve the program through feedback, while evaluation is often periodic and has a backward view to answer the question ‘Have we reached there?’. The data collected on curriculum monitoring can be used as part of the evidence for curriculum evaluation Both monitoring and evaluation can fulfill the informational requirements for curriculum management [4, 5]. Because of their dynamic characteristics, the focus of this paper is on curriculum management and monitoring
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