Curriculum Viability Indicators: A Delphi Study to Determine Standards and Inhibitors of a Curriculum

Rehan Ahmed Khan*, Annemarie Spruijt, Usman Mahboob, Mohamed Al Eraky, Jeroen J.G. van Merrienboer

*Corresponding author for this work

    Research output: Contribution to journalArticleAcademicpeer-review

    Abstract

    Curriculum evaluation is typically done by using quality standards defined by accrediting bodies. This does not include inhibitors that hinder the achievement of standards. Hence, to address both standards and inhibitors, we have coined the new concept of “curriculum viability.” This study establishes consensus among experts on curriculum viability indicators, i.e. standards and inhibitors, and aims to provide a framework for evaluating the curriculum viability. The study was done in two phases. In the first phase, a consensus was established on the curriculum viability indicators using the Modified Delphi Technique using two rounds. In the first round of the Delphi process, 25 experts participated, which were reduced to 19 in the second round. After two rounds, experts developed a consensus on 40 out of 44 items. These included 27 standards and 13 inhibitors. In the second phase, 18 experts rank-ordered the indicators according to their relative importance in the areas of educational content and strategies, faculty, leadership, assessment, students, educational/working environment, communication, and technology. The list of indicators provides a framework for evaluating the curriculum viability, and their ordering enables curriculum managers to prioritize them during curriculum evaluation.
    Original languageEnglish
    Pages (from-to)210-219
    Number of pages10
    JournalEvaluation & the health professions
    Volume44
    Issue number3
    Early online date17 Jun 2020
    DOIs
    Publication statusPublished - Sept 2021

    Keywords

    • Delphi study
    • curriculum evaluation
    • curriculum viability
    • inhibitors
    • quality standards

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