LM curricula have started to be incorporated into medical schools [ 14- 16] and CME programs [ 17] as well.
As the positive effects of preparation of secondary education Physics and Chemistry curricula based on constructivist approach on the teaching process comes into prominence in Turkey, a variety of models such as 5E and 7E, which are the applications of this approach, has started to be used.
In order to enhance the global competence of university graduates, universities across different parts of the globe have started comprehensive reviews of the curricula and introduced new strategies to transform the university learning and teaching approach from the teacher-centered orientation to a more student-centered orientation.
Business schools, responding to demand by students and employers for more global exposure, have started incorporating international programmes into their curricula in the last decade or so.
Genomics and associated topics have started to appear in many official school curricula, for example in Scotland (see "Discussion", below), the Netherlands (College voor Examens 2014, p. 17) and the USA (Wefer and Sheppard 2008).
While poor NTS have been identified as potentially detrimental to safe and effective care [ 1], it is only recently that they have started to feature within undergraduate or postgraduate curricula.
Medical and dental schools worldwide have started discussing and even implementing changes, reviews, and development of curricula to address the ever-changing needs of society [ 1- 5].
In the United Kingdom, since the introduction of the Tomorrow's Doctors policy statement (2), student perspectives on their own education and experiences of teaching have started to form a key component of the development and reform of medical curricula.
In six states, the internationally recognized Advanced Placement history curricula has been challenged because lawmakers claim it shows "liberal bias".
However, neither of these curricula has been fully enacted.
