The new Dundee medical curriculum: a whole that is greater than the sum of the parts

  1. R M Harden*,
  2. M H Davis,
  3. J R Crosby

Article first published online: 29 JAN 2009

DOI: 10.1111/j.1365-2923.1997.tb02923.x

Issue

Medical Education

Medical Education

Volume 31, Issue 4, pages 264–271, July 1997

Additional Information

How to Cite

Harden, R. M., Davis, M. H. and Crosby, J. R. (1997), The new Dundee medical curriculum: a whole that is greater than the sum of the parts. Medical Education, 31: 264–271. doi: 10.1111/j.1365-2923.1997.tb02923.x

Author Information

  1. Centre for Medical Education, Dundee, UK

* Professor R M Harden, Centre for Medical Education, Tay Park House, 484 Perth Road, Dundee DD2 ILR, UK

Publication History

  1. Issue published online: 29 JAN 2009
  2. Article first published online: 29 JAN 2009
  3. Received 16 May 1996; editorial comments to authors 18 July 1996; accepted for publication 15 August 1996

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Keywords:

  • *Curriculum;
  • *education, medical, under-graduate;
  • Scotland

SUMMARY

The medical undergraduate curriculum at the University of Dundee has evolved in response to changing needs. The new curriculum, introduced in 1995, combines idealism and pragmatism. Underpinning it is the concept that the curriculum is an educational programme where the whole is greater than the sum of the parts. The concepts contributing to this are: the spiral nature of the curriculum, with its three interlocking phases; a body-system-based approach, with themes running through the curriculum, providing a focus for the students' learning; a core curriculum with special study modules or options; the educational strategies adopted, including elements of problem-based and community-based learning and approaches to teaching and learning that encourage the students to take more responsibility for their own learning; an approach to assessment which emphasizes the overall objectives of the course; an organization and management of the curriculum; and an allocation of resources designed to support the educational philosophy.

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