Curriculum Development for Medical Education : A Six-Step Approach

"This excellent educational guide is a concrete step-by-step approach to creating a rotation or cuuriculum in medical education." -- Jo Ann Rosenfeld, M.D., Family Medicine

"Thoughtful, to the point, and an excellent primer for faculty members who find a curriculum development project in their duties and responsibilities." -- Linda Distlehorst, Ph.D., Teaching and Learning in Medicine

"The authors, from the fields of General Internal Medicine, describe universal ideas that should be helpful in curriculum development in general internal medicine as well as general pediatrics, family medicine, other specialties, and nursing, whether at the medical student, resident, or other trainee level. With an ecumenical spirit, the authors examine the work of leaders in education from various disciplines, and thus the book is a useful guide in curriculum development for all medical educators." -- William Reichel, M.D., Clinical Professor of Family Medicine, Georgetown University School of Medicine

"Demonstrates a unique approach to use of a curriculum framework to address educational problems at any stage of health professional development, and including education of patients and institutions. Learner friendly, includes review questions, exercises, bibliographies, and training and funding sources. An excellent basic text for any of the health professions." -- Barbara K. Redman, Ph.D., R.N. F.A.A.N., Dean and Professor, University of Connecticut School of Nursing and Former Executive Director, American Nurses Association

"A detailed, comprehensive guide to this critical process in medical education." -- Kelley M. Skeff, M.D., Ph.D., Associate Professor, Department of Medicine, Stanford University School of Medicine and Principal Investigator, Stanford Faculty Development Program

"Defining curriculum as a planned educational experience, this book builds on the best experience from other fields of health education, both in and out of the hallowed halls of higher education, and with a health educator as a co-author with two highly qualified physicians. It comes to print at a time when medical education seems poised for just such an antidote to conventional pedagogic methods." -- Lawrence W. Green, Dr.P.H., Director, Institute of Health Promotion Research, Faculty of Graduate Studies, University of British Columbia, Vancouver