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Under "implementation" a sub-code titled "frame" was thus used to capture descriptions of how the curriculum was presented to members.
For example, as part of the evaluation plan, the evaluation team sought to ascertain if the curriculum was presented as a "stop smoking" group or as a "wellness group" as intended.
Interviews indicate that the curriculum was presented to members as a wellness program in about half of clubhouses and as a "quit tobacco" program in the other half of clubhouses.
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The curriculum is presented to and interacted with by the students through 'Rich Exploration Applets'.
Additionally, the process of designing, approving and implementing such a curriculum is presented.
A 4-year overview of the integrated ultrasound curriculum for medical students is presented in Table 1 and specifics of the curriculum are presented in Table 2.
A review of the development and implementation of a 4-year medical student integrated ultrasound curriculum is presented.
A review of the curriculum is presented, including curricular content, methods of delivery of the content, student assessment, and program assessment.
A benchmarking study, progress made at Michigan Tech, and a vision for the future of the mechanical engineering curriculum are presented.
A very important defence of the subject based curriculum is presented by Young [44] who argues that well developed disciplinary knowledge should be a point of departure for education, rather than the student or the context (e.g. problems facing the world).
The curriculum is presented electronically (see www.australiancurriculum.edu.au) and that enables users to view the curriculum content from the perspective of any one of the three dimensions: disciplines, general capabilities and cross-curriculum priorities.
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