Challenges of Teaching Physiology Following the Transition From Traditional Curriculum To An Integrated System-Based Curriculum

Authors

  • Zuheir Hasan Arabian Gulf University
  • Reginald Sequeira

DOI:

https://doi.org/10.36834/cmej.36574

Keywords:

Key words, integrated system based curriculum, traditional curriculum, physiology, teaching, learning, challenges.

Abstract

The transformation of a traditional discipline-based medical curriculum into a system-based integrated curriculum often poses dilemmas to faculty involved in teaching basic medical sciences. This paper examines the challenges of teaching physiology to medical students in a system-based curriculum. Some of these challenges include: defining the core curriculum, curriculum links, sequencing curriculum content, interdisciplinary integration, and student assessment. A number of relevant issues including defining the core physiology content, faculty expertise, and coping and adapting to curriculum transitions are discussed from a personal perspective. For successful implementation of a system-based curriculum and to overcome the challenges, educational issues should be debated in regional and international forums.

 

 

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Author Biography

Zuheir Hasan, Arabian Gulf University

Department of Physiology

Professor

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Published

2012-04-30

How to Cite

1.
Hasan Z, Sequeira R. Challenges of Teaching Physiology Following the Transition From Traditional Curriculum To An Integrated System-Based Curriculum. Can. Med. Ed. J [Internet]. 2012 Apr. 30 [cited 2024 Oct. 6];3(1):e73-e76. Available from: https://journalhosting.ucalgary.ca/index.php/cmej/article/view/36574

Issue

Section

Commentary and Opinions