Curriculum reform: the more things change, the more they stay the same?

Lorraine Hawick*, Simon Kitto, Jennifer Cleland

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

6 Citations (Scopus)
13 Downloads (Pure)

Abstract

In this edition of Perspectives in Medical Education, Mirzazadeh and colleagues report on a longitudinal, evaluation study of curriculum change in their medical school [1]. They describe a four-phase process of reform framed by the Context, Input, Process and Product (CIPP) evaluation model [2] carried out at Tehran University of Medical Sciences, Iran.
Original languageEnglish
Pages (from-to)5-7
Number of pages3
JournalPerspectives on medical education
Volume5
Issue number1
Early online date28 Jan 2016
DOIs
Publication statusPublished - Feb 2016

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