Core curriculum and special study modules at the Faculty of Medicine and Health Sciences, Universiti Malaysia Sarawak

Education for Health

Volumn 17, Issue 3, 2004, Pages 292-302

  Malik, Alam Sher ^a   Malik, Rukhsana Hussain ^a  

^a UNIVERSITI MALAYSIA SARAWAK   (Malaysia)

Author keywords

Additional knowledge; Core curriculum; Special study modules

Indexed keywords

CHILD; COMMUNITY CARE; CURRICULUM; EDUCATION PROGRAM; HUMAN; INTERPERSONAL COMMUNICATION; LEARNING; MALAYSIA; MEDICAL EDUCATION; OUTCOMES RESEARCH; PEDIATRICS; PHYSICIAN ATTITUDE; PRIORITY JOURNAL; REVIEW; WORKSHOP;

CURRICULUM; EDUCATION, MEDICAL, UNDERGRADUATE; HUMANS; MALAYSIA; PEDIATRICS; PROBLEM-BASED LEARNING;

EID: 9444260350     PISSN: 13576283     EISSN: None     Source Type: Journal    
DOI: 10.1080/13576280400002452     Document Type: Review

References (6)

1. Harden, R.M. (1986). Approaches to curriculum planning. Medical Education, 20, 458-466.
2. Harden, R.M., Crosby, J.R. & Davis, M.H. (1999). AMEE Guide No. 14: Outcome-based education: Part 1 - An introduction to outcome-based education. Medical Teacher, 21, 7-14.
3. Harden, R.M. & Davis, M. (1995). AMEE Medical Education Guide no. 5: The core curriculum with options or special study modules. Medical Teacher, 17, 125-148.
4. Harden, R.M. & Stamper, N. (1999). What is a spiral curriculum? Medical Teacher, 12, 7-12.
5. Malik, A.S. & Malik, R.H. (2002). The undergraduate curriculum of Faculty of Medicine and Health Sciences, Universiti Malaysia Sarawak in terms of Harden's 10 questions. Medical Teacher, 24, 616-621.
6. Virjo, I., Holmberg-Martilla, D., & Matilla, K. (2001). Task-based Learning (TBL) in undergraduate medical education. Medical Teacher, 23, 55-58.