Health science curriculum reform: A framework for evaluation

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Show simple item record Harris, LM Viney, RC 2009-12-21T02:36:02Z 2003
dc.identifier.citation Assessment and Evaluation in Higher Education, 2003, 28 (4), pp. 411 - 422
dc.identifier.issn 0260-2938
dc.identifier.other C1 en_US
dc.description.abstract This paper presents a framework for evaluating curriculum changes undertaken in the University of Sydney's Faculty of Health Sciences. In a climate of shrinking resources for higher education in Australia and an international move away from 'mono-disciplinary' educational practices, the Faculty of Health Sciences has undertaken curriculum reform to decrease the staff time associated with preparing and delivering many versions of similar units of study and increase the opportunities for disciplinary mingling at an undergraduate level. Twenty-nine cross-disciplinary units of study in which students from a range of disciplines will work together have been introduced to replace 100 units of study unique to individual disciplines. It is expected that the curriculum changes will create savings in terms of staff time that can be diverted to other activities, such as research, reduce the workload demands of assessment on staff and students and improve students' learning experiences, particularly with regard to working in teams, multidisciplinary teaching and learning environments and overall course satisfaction. The paper presents a framework of cost-consequence analysis for evaluating the curriculum changes and presents some preliminary comparative data. © 2003 Taylor & Francis Ltd.
dc.language eng
dc.relation.isbasedon 10.1080/0260293032000066227
dc.title Health science curriculum reform: A framework for evaluation
dc.type Journal Article
dc.parent Assessment and Evaluation in Higher Education
dc.journal.volume 4
dc.journal.volume 28
dc.journal.number 4 en_US
dc.publocation London, UK en_US
dc.identifier.startpage 411 en_US
dc.identifier.endpage 422 en_US BUS.Centre for Health Economics Research and Evaluation en_US
dc.conference Verified OK en_US
dc.for 1303 Specialist Studies In Education
dc.personcode 020117
dc.percentage 100 en_US Specialist Studies in Education en_US
dc.classification.type FOR-08 en_US
dc.description.keywords mathematics education, conceptions, professional formation, phenomenography
pubs.embargo.period Not known
pubs.organisational-group /University of Technology Sydney
pubs.organisational-group /University of Technology Sydney/Faculty of Business
pubs.organisational-group /University of Technology Sydney/Strength - Health Economics and Research Evaluation
utslib.copyright.status Closed Access 2015-04-15 12:17:09.805752+10
utslib.collection.history Closed (ID: 3)
utslib.collection.history Uncategorised (ID: 363)

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