Univariate and multivariate linear regression models assess curriculum-related, demographic, and workplace factors associated with scores on each of three evaluation methods at the p < 0.05 level.
The assessed curriculum is what students learn because they expect it will be assessed.
The results show a discrepancy between the taught and the assessed curriculum.
Ideally, the planned, delivered and assessed curriculum should overlap perfectly, but if any mismatch happens, an undesirable kind of curriculum emerges, called the hidden curriculum, which could potentially impede the achievement of the planned educational objectives.
The concept of this curricular war is illustrated in Figure 4. We believe that a national examination will minimize this hidden curriculum because the national planned curriculum will be explicitly stated and the assessed curriculum will be similarly explicitly stated ensuring that most of the planned curriculum is assessed.
A second survey (Impact Survey) was administered at baseline and at follow-up after the curriculum to both groups to assess the curriculum's impact on attitude, knowledge, and self-reported skills.
To assess the curriculum's ability to reach its target users and obtain feedback on the curriculum content, we monitored web use statistics and requested users to complete anonymous surveys, which we had developed (described in more detail below).
We then report usage statistics and demographic data of curriculum users, including information about prior global health and global health ethics experiences, to assess the curriculum's ability to reach its target audience.
To assess the curriculum's impact on clinical practice, we conducted a retrospective, controlled, blinded chart review at baseline before the curriculum September-December 20133) and at follow-up after the curriculum (late February-June 2014). February-June 2014
