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First, because we intended to assess curricula of medical schools and pre-medical bachelor programs may be offered by different schools.
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Overall, the inclusion of FP in the assessed curricula was not as prominent as one would expect, given the importance of FP as a common health intervention and its relevance to the country's development policies.
A second objective is to assess which curricula types are the most effective.
There is clearly a need for educators to assess current curricula and adapt existing educational resources such as the Immunization Competencies for Health Professionals in Canada.
We assessed the curricula from two perspectives; the quality of the curricula in terms of alignment with competence based format and the quality in terms of FP content in particular.
Seven curricula (63.6%) had FP included but only one among the assessed 11 curricula was judged suitable for FP teaching (Table 3).
Case study research provides a flexible approach to assessing school curricula.
By using a measurement model that portrays the holistic notion of quantitative literacy, instead of measuring different components and aggregating findings, we are better able to assess whether Standards-based curricula promote the whole of quantitative literacy.
The Association of American Medical Colleges has recommended that medical schools assess their existing curricula for teaching culturally competent care and health care disparities[ 23].
Educators and researchers are encouraged to use the 13-item version of the modified FT to assess PT EBP curricula and physical therapists' EBP knowledge and skills.
This was observed for both Years 1 and 2. Tutorial-based assessment (TBA) is often used in PBL curricula to assess clinical domains not measured via traditional assessment tools.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com