A working group comprised of global health educators from Ontario's six medical schools conducted a scoping review of global health curricula, competencies, and pedagogical approaches.
We propose networking for standardizing HSR curricula competencies, institutionalizing sharing of teaching resources, creating an HSR eLearning platform to expand access, regularly reviewing HSR teaching content to infuse competency-based approaches, and strengthening staff capacity to deliver such curricula.
Throughout competency-based curricula, relevant competencies and their relation with practice are continuously emphasized which helps students to understand what is expected of them during medical training and in medical practice [ 3, 12].
In the long term, we hope that participants will engage in a critical review of the extent to which their existing physics for life sciences curricula support competency building and subsequently adopt NEXUS curriculum modules designed to bolster those competencies.
In order to clarify what was expected of teachers and students, states increasingly detailed curricula, set competency standards, mandated testing, and augmented the high school diploma by adding another credential or by using transcripts to show superior achievement.
We made a conscious effort to ensure levels of assessments were concurrent and aligned with the curricula and competency, while maintaining uniformity in clinical areas assessed.
For instance, at the most minimal level, the framework could simply be used to inform potential revisions to existing curricula and competency assessment tools by identifying any gaps that remain to be filled.
The curricula for competency-based programs as a whole are purpose-built to prepare students for industry and careers as they evolve.
Therefore, we examined undergraduate medical students' knowledge acquisition, clinical performance and perceived preparedness for medical practice for two curricula – a competency-based active learning (CBAL) curriculum and its predecessor, a regular active learning (AL) curriculum.
The study team organized the themes in the following categories: gaps and future needs in number and types of students required to meet the HSSP goals, gaps and future needs of the curricula, and competencies.
