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Adv in Health Sci Educ (2017) 22:797–801 DOI 10.1007/s10459-017-9790-1 EDITORIAL Geoff Norman Springer Science+Business Media B.V. 2017 In my travels I occasionally get invited to a medical school to consult on their new curriculum. I dread these times. It’s very hard to reconcile the findings of educational research with specific aspects of a curriculum. Sure, we can babble on about Test-En- hanced Learning or Team Based Learning or teaching clinical reasoning. But the mismatch between our findings in controlled experimental settings and the real world of the cur- riculum is much like the gap clinicians speak of when they try to apply the findings of the clinical trial, carried out on a highly selected, homogeneous subset of patients, to the patient in front of them who misses the inclusion criteria by a mile. Perhaps it’s just me. I’ve never aspired to be a curriculum developer, and haven’t read much at all around curriculum development. But from time to time I do reflect on the whole issue of curriculum change. First of all, what are the conditions that lead a school to decide, all of a sudden, that the time is right to expend a lot of resources and people
Advances in Health Sciences Education – Springer Journals
Published: Aug 31, 2017
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