Implementing curriculum evaluation: Case study of a generic undergraduate degree in health sciences

Lynne Harris, Peter Driscoll, Melinda Lewis, Lynda Matthews, Cherry Russell, Steven Cumming

    Research output: Contribution to journalArticlepeer-review

    10 Citations (Scopus)

    Abstract

    This case study presents a longitudinal, evidence-based approach to health science curriculum reform and evaluation. Curriculum in higher education must 006Deet the needs of diverse stakeholders and must respond to dynamic local, national and international contexts, and this creates challenges for evaluation. The long lead time prior to the introduction of new or revised university curriculum (at least two years), the length of degree programmes (three to five years) and the lag time in the availability of objective indicators of degree outcomes (at least one year post-graduation) mean that findings may be obsolete before an evaluation can be completed. Few would argue that evaluation is important and methods and approaches for conducting curriculum evaluation are proposed in the literature, although few published reports of the outcomes of comprehensive evaluations are evident. This paper discusses potential for evaluation to establish responsive communication between students, teaching staff and programme administrators, ensuring a match between the intended, implemented and attained curriculum.

    Original languageEnglish
    Pages (from-to)477-490
    Number of pages14
    JournalAssessment and Evaluation in Higher Education
    Volume35
    Issue number4
    DOIs
    Publication statusPublished - 10 Aug 2010

    Fingerprint Dive into the research topics of 'Implementing curriculum evaluation: Case study of a generic undergraduate degree in health sciences'. Together they form a unique fingerprint.

    Cite this