A Mixed-Method Study on Student and Teacher Perceptions of Curriculum Viability Inhibitors

Autor/inn/en	Khan, Rehan Ahmed; Spruijt, Annemarie; Mahboob, Usman; Al Eraky, Mohamed; van Merrienboer, Jeroen J. G.
Titel	A Mixed-Method Study on Student and Teacher Perceptions of Curriculum Viability Inhibitors
Quelle	In: Innovations in Education and Teaching International, 60 (2023) 1, S.91-100 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Khan, Rehan Ahmed) ORCID (Spruijt, Annemarie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2021.1960880
Schlagwörter	Medical Students; Medical School Faculty; Student Attitudes; Teacher Attitudes; Medical Education; Medical Schools; Curriculum Development; Curriculum Evaluation; Barriers + Suchen Sie Ihr Suchwort? Schülerverhalten; Lehrerverhalten; Medizinische Ausbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung
Abstract	Perceptions of teachers and students about curriculum viability inhibitors are equally important yet may differ. Divergence can lead to destructive friction and adversely affect curriculum viability. Our team aimed to find the perceptions of teachers and students on inhibitors affecting the viability of an implemented medical curriculum, report their convergence or divergence, and explore approaches to reduce divergence. Through a mixed-method approach, using valid and reliable questionnaires, we found the curriculum under review had no clear inhibitors. Whereas teachers exhibited complete agreement that no educational programme inhibitors existed, students did not fully agree. Upon qualitative inquiry, using focus group discussion with students and teachers, we found that 'improving the communication gap', 'enhancing the role of faculty and students in curriculum', and 'improving the assessment process' can reduce the friction between teachers and students. This study provides an approach that identifies the curriculum viability inhibitors and solutions to address them. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01