Curriculum Development for Medical Education by Kern David E. & Thomas Patricia A. & Hughes Mark T

Author:Kern, David E. & Thomas, Patricia A. & Hughes, Mark T. [Kern, David E.]
Language: eng
Format: epub
Publisher: Johns Hopkins University Press
Published: 2011-01-12T14:00:00+00:00

Resource Allocation

The use of resources for one purpose may mean that fewer resources are available for other purposes. The curriculum developer may need to ask whether the allocation of resources for a curriculum is fair and whether the allocation is likely to result in the most overall good. A strong evaluation could drain resources from other curriculum development steps. Therefore, it is appropriate to think about the impact of resource allocation on learners, faculty, curriculum coordinators, and other stakeholders in the curriculum.

A controlled evaluation, for example, may deny an educational intervention to some learners. This consequence may be justified if the efficacy of the intervention is widely perceived as questionable and if there is consensus about the need to resolve the question through a controlled evaluation.

On the other hand, allocation of resources to an evaluation effort that is important for a faculty member’s academic advancement, but that diverts needed resources from learners or other faculty, is ethically problematic.

There may also be concerns about the allocation of resources for the different evaluation purposes. How much should be allocated for formative purposes to help learners and the curriculum improve, and how much for summative purposes, to ensure trainee competence for the public or to develop evidence of programmatic success for the curriculum developers, one’s institution, or those beyond one’s institution?

Potential Impact/Consequences

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