Curriculum reform: the more things change, the more they stay the same?

Lorraine Hawick; Simon Kitto; Jennifer Cleland

doi:10.1007/s40037-016-0252-x

Curriculum reform: the more things change, the more they stay the same?

Lorraine Hawick^*
, Simon Kitto
, Jennifer Cleland

^*Corresponding author for this work

University of Ottawa

Research output: Contribution to journal › Article › peer-review

11 Citations (Scopus)

38 Downloads (Pure)

Abstract

In this edition of Perspectives in Medical Education, Mirzazadeh and colleagues report on a longitudinal, evaluation study of curriculum change in their medical school [1]. They describe a four-phase process of reform framed by the Context, Input, Process and Product (CIPP) evaluation model [2] carried out at Tehran University of Medical Sciences, Iran.

Original language	English
Pages (from-to)	5-7
Number of pages	3
Journal	Perspectives on medical education
Volume	5
Issue number	1
Early online date	28 Jan 2016
DOIs	https://doi.org/10.1007/s40037-016-0252-x https://doi.org/10.1007%2Fs40037-016-0252-x
Publication status	Published - Feb 2016

Access to Document

10.1007/s40037-016-0252-xLicence: CC BY
10.1007%2Fs40037-016-0252-xLicence: CC BY

Curriculum reform: the more things change, the more they stay the same?
This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.
Final published version, 376 KBLicence: CC BY
Curriculum reform the more things change, the more they stay the same
This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.
Final published version, 376 KBLicence: CC BY

Cite this

@article{93829b439692490c95dc645cce8d209a,

title = "Curriculum reform: the more things change, the more they stay the same?",

abstract = "In this edition of Perspectives in Medical Education, Mirzazadeh and colleagues report on a longitudinal, evaluation study of curriculum change in their medical school [1]. They describe a four-phase process of reform framed by the Context, Input, Process and Product (CIPP) evaluation model [2] carried out at Tehran University of Medical Sciences, Iran.",

author = "Lorraine Hawick and Simon Kitto and Jennifer Cleland",

year = "2016",

month = feb,

doi = "10.1007/s40037-016-0252-x",

language = "English",

volume = "5",

pages = "5--7",

journal = "Perspectives on medical education",

issn = "2212-2761",

publisher = "Ubiquity Press",

number = "1",

}

TY - JOUR

T1 - Curriculum reform

T2 - the more things change, the more they stay the same?

AU - Hawick, Lorraine

AU - Kitto, Simon

AU - Cleland, Jennifer

PY - 2016/2

Y1 - 2016/2

N2 - In this edition of Perspectives in Medical Education, Mirzazadeh and colleagues report on a longitudinal, evaluation study of curriculum change in their medical school [1]. They describe a four-phase process of reform framed by the Context, Input, Process and Product (CIPP) evaluation model [2] carried out at Tehran University of Medical Sciences, Iran.

AB - In this edition of Perspectives in Medical Education, Mirzazadeh and colleagues report on a longitudinal, evaluation study of curriculum change in their medical school [1]. They describe a four-phase process of reform framed by the Context, Input, Process and Product (CIPP) evaluation model [2] carried out at Tehran University of Medical Sciences, Iran.

U2 - 10.1007/s40037-016-0252-x

DO - 10.1007/s40037-016-0252-x

M3 - Article

C2 - 26820747

SN - 2212-2761

VL - 5

SP - 5

EP - 7

JO - Perspectives on medical education

JF - Perspectives on medical education

IS - 1

ER -

Curriculum reform: the more things change, the more they stay the same?

Abstract

Access to Document

Fingerprint

Cite this