A CREATIVE approach to designing a contemporary medical curriculum

Abstract

This article was migrated. The article was marked as recommended. In medical education, Outcome-based Education (OBE) is facing many challenges due to the rapid proliferation in biomedical sciences; technology-enhanced learning; globalization of health system, and the availability of various pedagogical techniques. A steady stream of evidence-based developments challenges those who are responsible for sustaining and improving their medical curricula. Curriculum reform is a dynamic process and there is no explicit approach that can serve as a guide for a curriculum reviewer while making amendments in the OBE integrated curriculum. This study took place in a medical college in Saudi Arabia and it highlights the key components to be considered while reviewing the Bachelor in Medicine and Surgery (MBBS) course specifications and curriculum. It suggests the importance of course reports as the main driving force for curriculum reforms. Delineating major and minor changes in the curriculum and frequency of amendments in course specifications also remains a questionable task and requires established institutional guidelines. Furthermore, based on practical experience in the periodic curriculum review process, the authors suggest some best practice. We present a "CREATIVE" way forward which we have found invaluable, both for curriculum developers and for engaging with our stakeholders. This mnemonic spells out the key factors to consider while revisiting the curriculum from various angles. These factors are: Course Report recommendations, Evaluation tools (internal and external), Alignment of pedagogical strategies with assessment, Technology, Innovation, Variations in the learning environment, and Establishment of institutional guidelines. Application of these fundamental elements allowed us the development of a curriculum that meets the standards for international accreditation and helped the institution to form a cohesive team of educationalists.