Categorising drivers of curriculum renewal in entry‐to‐practice health professional education: A scoping review.
Introduction: Renewing a health professional education (HPE) curriculum is a significant undertaking, requiring substantial effort and resourcing. However, the factor(s) that should initiate a curriculum renewal remain contentious, and the methods to best assess them are unclear. To begin answering...
| Publicado en: | Medical Education Vol. 59; no. 8; pp. 812 - 823 |
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| Autores principales: | , , , , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=186526918&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 186526918 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03080110 ESF jtl: Medical Education issn: 03080110 maglogo: Y pubinfo: dt: Aug2025 vid: 59 iid: 8 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 186526918 183792686 186526918 186526918 10.1111/medu.15614 186526918 ppf: 812 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P tig: atl: Categorising drivers of curriculum renewal in entry‐to‐practice health professional education: A scoping review. aug: au: Kok, David L. Xu, Mary Trumble, Stephen Matthews, Kristie Wright, Caroline affil: School of Primary and Allied Health Care, Monash University, Melbourne, Australia sug: subj: Occupations and Professions Curriculum Development Evaluation Entry Into Practice Evaluation Health Personnel Education Education, Medical, Continuing Human Funding Source Scoping Review Embase PubMed CINAHL Database Communities Benchmarking Professional Knowledge ab: Introduction: Renewing a health professional education (HPE) curriculum is a significant undertaking, requiring substantial effort and resourcing. However, the factor(s) that should initiate a curriculum renewal remain contentious, and the methods to best assess them are unclear. To begin answering these questions, a comprehensive view of the scope of potential renewal drivers is needed, thus enabling structured inquiry into these (and their interactions) while ensuring no driver categories are being inadvertently overlooked. It would similarly serve as an important checklist for individual institutions undergoing renewal. However, no such list has ever been formulated in a data‐driven way. Thus, this scoping review aimed to document the full range of real‐world drivers of HPE curricular renewal and create an overarching categorisation of these. Methods: A systematic search was conducted of the Embase, Medline/PubMed, Global health and CINAHL databases for studies published between 2013 and 2023 describing a completed single‐institution curriculum renewal of an entry‐to‐practice HPE degree. Following independent screening, articles were reviewed and 'extent of renewal', 'renewal characteristics' and the 'initiating driver(s)' of renewal were extracted. Descriptive statistics were generated, and qualitative content analysis performed to generate a categorisation of renewal‐initiating drivers. Results: The search identified 1408 potential manuscripts, and 239 publications describing 247 renewals were analysed. Forty percent were whole‐of‐degree renewals. Institutions from all continents were represented. Seventy‐seven initiating drivers were identified and grouped into 10 categories: 'Regulatory reasons', 'Pedagogical improvements', 'Community/patient needs', 'Learner experience/satisfaction', 'Exceptional events', 'Learner outcomes', 'Industry benchmarking/reputation', 'Practical/business factors', 'Knowledge/skill issues' and 'Periodic renewals'. 'Regulatory reasons' were the most common reason for whole‐of‐degree renewals and 'knowledge/skill issues' for part‐of‐degree renewals. Conclusions: HPE curricula renewals have a wide range of initiating drivers. The proposed categorisation of these should serve as a useful scaffold for institutional curricular review processes and also for directing future scholarly inquiry into curricular renewal. Health professional educators are constantly renewing curricula, but why? This review proposes a comprehensive framework to scaffold and assess renewal processes. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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