Curriculum Development for Medical Education: A Six-Step Approach - Softcover

David E. Kern, M.D., M.P.H., is associate professor in the Department of Medicine at the Johns Hopkins University School of Medicine and codirector of the Division of General Internal Medicine at the Johns Hopkins Bayview Medical Center. Patricia A. Thomas, M.D., is assistant professor and deputy director for education in the Department of Medicine at the Johns Hopkins University School of Medicine. Donna M. Howard, R.N., Dr.P.H., is assistant professor in the Department of Medicine at the Johns Hopkins University School of Medicine. Eric B. Bass, M.D., M.P.H. is associate professor in the Division of General Internal Medicine at the Johns Hopkins University School of Medicine.

This excellent educational guide is a concrete step-by-step approach to creating a rotation or cuuriculum in medical education.

Thoughtful, to the point, and an excellent primer for faculty members who find a curriculum development project in their duties and responsibilities.

The authors, from the fields of General Internal Medicine, describe universal ideas that should be helpful in curriculum development in general internal medicine as well as general pediatrics, family medicine, other specialties, and nursing, whether at the medical student, resident, or other trainee level. With an ecumenical spirit, the authors examine the work of leaders in education from various disciplines, and thus the book is a useful guide in curriculum development for all medical educators.

Demonstrates a unique approach to use of a curriculum framework to address educational problems at any stage of health professional development, and including education of patients and institutions. Learner friendly, includes review questions, exercises, bibliographies, and training and funding sources. An excellent basic text for any of the health professions.

A detailed, comprehensive guide to this critical process in medical education.

Defining curriculum as a planned educational experience, this book builds on the best experience from other fields of health education, both in and out of the hallowed halls of higher education, and with a health educator as a co-author with two highly qualified physicians. It comes to print at a time when medical education seems poised for just such an antidote to conventional pedagogic methods.