Abstract
Perceptions of teachers and students about curriculum viability inhibitors are equally important yet may differ. Divergence can lead to destructive friction and adversely affect curriculum viability. Our team aimed to find the perceptions of teachers and students on inhibitors affecting the viability of an implemented medical curriculum, report their convergence or divergence, and explore approaches to reduce divergence. Through a mixed-method approach, using valid and reliable questionnaires, we found the curriculum under review had no clear inhibitors. Whereas teachers exhibited complete agreement that no educational programme inhibitors existed, students did not fully agree. Upon qualitative inquiry, using focus group discussion with students and teachers, we found that ‘improving the communication gap’, ‘enhancing the role of faculty and students in curriculum’, and ‘improving the assessment process’ can reduce the friction between teachers and students. This study provides an approach that identifies the curriculum viability inhibitors and solutions to address them.
| Original language | English |
|---|---|
| Pages (from-to) | 91-100 |
| Number of pages | 10 |
| Journal | Innovations in Education and Teaching International |
| Volume | 60 |
| Issue number | 1 |
| Early online date | 27 Jul 2021 |
| DOIs | |
| Publication status | Published - 2023 |
Bibliographical note
Funding Information:The authors thank all the students, teachers, and experts for their valuable time. We are thankful to Ms. Pamela Walter from Scott Memorial library, Jefferson University, Philadelphia, USA for her comments on the academic writing that helped in improving the manuscript.
Publisher Copyright:
© 2021 Informa UK Limited, trading as Taylor & Francis Group.
Keywords
- Mixed method design
- curriculum inhibitors
- curriculum viability
- student perceptions
- teacher perceptions