According to Wiggins and McTighe (1997), effective curricular designs can be accomplished by starting with the desired results, then deriving the curriculum from the evidence of learning and subsequently focusing on the educational methods that will move the students to the desired performance.
After all, your government has placed great emphasis on the "knowledge-based curriculum" derived, it seems, from the thoughts of people such as ED Hirsch Jnr.
As we enter the 21st century, a time when the amount of knowledge available is both far more vast and far more easily found than ever before, we do not need a knowledge-based curriculum derived from a set of state or national standards.
This consensus-derived curriculum will allow medical schools to benchmark their teaching in geriatric medicine and to expand and modify the content of their teaching programmes to a minimum level recommended by a panel of international experts.
"Previously, almost all neuroscience Ph.D. students at Karolinska were recruited from classes of students studying to become M.D.s," says Olsen "but in the last 10 15 years this has changed so that now a small minority of the students we accept for our Ph.D. program are derived from the M.D. curriculum classes".
As PBL is a highly resource-intensive pedagogy, Asian medical educators need to have a clear understanding of the PBL process, philosophy and practice in order to be able to optimize the educational outcomes that can be derived from a PBL curriculum.
A Delphi process has derived a European undergraduate curriculum in geriatric medicine with minimum training requirements.
The competency domains were derived from the undergraduate curriculum and were the learning objectives for the simulation exercise.
The curriculum was derived from American PedFACTs courses and the American text book 《pediatric first aid for caregivers and teachers》; [ 17] was translated into Chinese and modified.
While we do not see notable differences among instructors on most of the assessments, leading us to conclude that the major source of impact for the course is derived from the common curriculum, there was one instance in which particular instructors had significant differences.
We used two maths scores; (1) the arithmetic subtest of the Wechsler Intelligence Scale for Children (WISC) (Wechsler 1992), which consists of verbal maths problems that require basic calculation skills and (2) a maths achievement factor score (MA; Nunes et al. 2012), derived from UK national curriculum maths tests taken between 10 and 14 years of age (Table 1).
