Analysis of the Curriculum of the Faculty of Medicine, University of Kordofan, Sudan: Using Harden’s 10 Questions Framework 2022

[1] Hays, R. (2016). How to review a medical curriculum? The Asia-Pacific Scholar, 1(1), 23–25. https://doi.org/10.29060/TAPS.2016-1-1/SC1009

[2] Alamro, A. S. (2019). Analysing undergraduate medical curricula: Experience from a Saudi Medical College. Majmaah. Journal of Health Sciences, 7(3), 20–33. https://doi.org/10.5455/mjhs.2019.03.004

[3] Obadeji, A. (2019). Health professions education in the 21st century: A contextual curriculum framework for analysis and development. Journal of Contemporary Medical Education, 9(1), 34–40. https://doi.org/10.5455/jcme.20181212085450

[4] Azoz, M. E. H., & Ali, M. A. (2018). Fadl ella NE, Baloul SSA. Curriculum analysis using Harden’s 10 questions framework: Case study Faculty of Medicine and Health Sciences, University of El Imam EL Mahadi (2018). Gezira Journal of Health Sciences, 14(2), 1–10.

[5] Ahmed, Y. A., & Alneel, S. (2017). Analyzing the curriculum of the faculty of medicine, University of Gezira using Harden’s 10 questions framework. Journal of Advances in Medical Education & Professionalism, 5(2), 60–66.

[6] Girotti, J. A., Park, Y. S., & Tekian, A. (2015). Ensuring a fair and equitable selection of students to serve society’s health care needs. Medical Education, 49, 84–92. https://doi.org/10.1111/medu.12506

[7] Geraghty, J. R., Young, A. N., Berkel, T. D. M., Wallbruch, E., Mann, J., Park, Y. S., Hirshfield, L. E., & Hyderi, A. (2019). Empowering medical students as agents of curricular change: A value-added approach to student. Perspectives on Medical Education, 9(1), 60–65. https://doi.org/10.1007/S40037- 019-00547-2

[8] University of Kordofan. Sudan. (n.d.). Faculty of Medicine and Health Sciences curriculum (The medical school soft copy document. Sudan: University of Kordofan.

[9] Tackett, S., Grant, J., & Mmari, K. (2016). Designing an evaluation framework for WFME basic standards for medical education. Medical Teacher, 38(3), 291– 296.

[10] Bedoll, D., van Zanten, M., & McKinley, D. (2021). Global trends in medical education accreditation. Human Resources for Health, 19, 70. https://doi.org/10.1186/s12960-021-00588-x

[11] Awadalla, K. E., Mohammedelhassan, Y. A., Magzob, M., & Hamad, B. (2018). Using student’s examination results in evaluation of curriculum amendments at the Faculty of Medicine, University of Kordofan, Sudan. IJRDO – Journal of Agricultural Research, 4(2), 16–23.

[12] Botha, G. C., & Adefolalu, A. O. (2021). Curriculum mapping of undergraduate medical programmes: Recommendations for future directions. European Journal of Education and Pedagogy, 2(6), 1–7. https://doi.org/10.24018/ejedu.2021.2.6.174

[13] Wardle, K., Chakrabarti, R., Wright, T., Bennie, T., Ntuiabane, D., & Gishen, F. (2023). Evaluating a novel intervention in undergraduate medicine: An MBBS curriculum map. BMC Medical Education, 23, 227. https://doi.org/10.1186/s12909-023-04224-1

[14] Khan, U. A., Ayub, R., Ayub, J. U., Khan, A. R., & Ahsan, J. (2015). Evaluation of MBBS curriculum using SPICES model. Journal of Medical Sciences, 23(4), 248–250.

[15] Brauer, D. G., & Ferguson, K. J. (2015). The integrated curriculum in medical education: AMEE Guide No. 96. Medical Teacher, 37, 312–322. https://doi.org/10.3109/0142159X.2014.970998

[16] Ahmed, M. H. (2019). Analyzing the social aspects of the integrated program of field training, research, and rural development course, Faculty of Medicine, University of Gezira, Sudan. Journal of Education and Health Promotion, 8, 166. https://doi.org/10.4103/jehp.jehp_441_18

[17] Galukande, M., Katamba, A., Kiguli, S., Kiguli- Malwadde, E., Kijjambu, S., & Sewankambo, N. (2015). Problem based learning: Tutors’ views 5 years after implementation at a sub-Saharan University. African Health Sciences, 15(1), 261–268. https://doi.org/10.4314/ahs.v15i1.34

[18] Shrivastava, S. R., & Shrivastava, P. S. (2023). Exploring the scope of task-based learning in under-graduate medical education. Journal of the Scientific Society, 50(3), 290–292. https://doi.org/10.4103/jss.jss_177_22

[19] Elshama, S. S. (2021). How to apply Community-Oriented Medical Education (COME). Clinical Case Reports and Study, 4(1), 1–4. https://doi.org/10.61148/2766-8614/JCCRCS/062

[20] Nurunnabi, A. S. M., Hasan, M. J., Quddush, A. S. M. R., Jahan, S., Kaiser, A. M., Afrose, T., & Parveen, S. (2024). Community based medical education: What, why and how? Community Based Medical Journal, 13(1), 119–129. https://doi.org/10.3329/cbmj.v13i1.71097

[21] Abdalla, M. E., Taha, M. H., Mukhtar, W. N. O., & Elsanousi, M. (2022). Impact of communitybased medical education on graduate performance: A qualitative study using a critical incident technique. Health Profession Education, 8(1), 6. https://hpe.researchcommons.org/journal/ vol8/iss1/6https://doi.org/10.55890/2452-3011.1018

[22] Muhandiramge, J., Vu, T., Wallace, M. J., & Segelov, E. (2021). The experiences, attitudes and understanding of research amongst medical students at an Australian medical school. BMC Medical Education, 21, 267. https://doi.org/10.1186/s12909-021-02713-9

[23] Mondal, H., & Mondal, S. (2024). Methods of collecting and recording attendance of medical students in a classroom: A systematic review. Journal of Education and Health Promotion, 12, 427. https://doi.org/10.4103/jehp.jehp_737_23

[24] Obadeji, A. (2019). Health professions education in the 21st century: A contextual curriculum framework for analysis and development. Journal of Contemporary Medical Education, 9(1), 34–40. https://doi.org/10.5455/jcme.20181212085450

[25] Gruppen, L., Irby, D. M., Durning, S. J., & Maggio, L. A. (2018). Interventions designed to improve the learning environment in the health professions: A scoping review. MedEdPublish, 7, 211. https://doi.org/10.15694/mep.2018.0000211.1

[26] Ahmed, Y., Taha, M. H., Alneel, S., & Gaffar, A. M. (2019). Evaluation of the learning environment and the perceived weakness of the curriculum: Student perspective. International Journal of Research in Medical Sciences, 7(1), 165–173. https://doi.org/10.18203/2320-6012.ijrms20185374

[27] Sidahmed, A. A., Musa, M. T., & Khalid, E. (2021). Assessment of undergraduate medical learners’ perception of the learning environment using modified DREEM questionnaire: A cross sectional study. International Multispecialty Journal of Health, 7(2), 1–10.

[28] Al-Natour, S. H. (2019). Medical students’ perceptions of their educational environment at a Saudi University. Saudi Journal of Medicine & Medical Sciences, 7, 163–168. https://doi.org/10.4103/sjmms.sjmms_141_17

[29] Hamdy, H. (2018). Medical college of the future: From informative to transformative. Medical Teacher, 40(10), 986–989. https://doi.org/10.1080/0142159X.2018.1498628

[30] Adefuye, A. O., Adeola, H. A., & Bezuidenhout, J. (2018). Medical education units: A necessity for quality assurance in health professions education in Nigeria. African Journal of Health Professions Education, 10(1), 5–9. https://doi.org/10.7196/AJHPE.2018.v10i1.966

[31] Harden, R. M. (2018). Ten key features of the future medical school-not an impossible dream. Medical Teacher, 40(10), 1010–1015. https://doi.org/10.1080/0142159X.2018.1498613

Comments (0)

No login
gif