Curricular Development in Health Professions: Understanding Our Basic Assumptions.

Autor/inn/en	Anderson-Harper, Heidi M.; und weitere
Titel	Curricular Development in Health Professions: Understanding Our Basic Assumptions.
Quelle	(1997), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Allied Health Occupations Education; Concept Formation; Curriculum Development; Educational Development; Higher Education; Pharmaceutical Education; Pharmacists; Pharmacology; Postsecondary Education; Teaching Methods; World Views + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsentwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Arzneikunde; Post-secondary education; Tertiäre Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; World view; Weltanschauung
Abstract	A study analyzed documents developed through major studies, commissions, and research efforts in pharmacy education to determine the conceptual frameworks upon which health profession education programs are built. Researchers conducted a content analysis of each document by organizing the sentences, words, and phrases contained in separate units of information. Data for each document were grouped into three world view categories--technical, practical, or emancipatory--based on Habermas' work of knowledge-constitutive interests and Grundy's application of these ideas to curriculum as guides for dealing with instruction and teaching. Each study was classified as having a major, minor, and/or implied conceptual orientation based upon the quantity of data in each worldview category, tone and metaphors identified, and recommendations proposed. Findings suggested that each worldview had been incorporated into these studies with varying degrees of emphasis and clarity. The trend was to challenge educators to shift the curriculum from a purely technical focus to a practical perspective. A subset of recommendations encouraged inclusion of the emancipatory view. Movement had been made toward more field-based instruction and application of knowledge, but the major model for pharmacy education remained technical and involved classroom lectures with the teacher as the dispenser of knowledge and the student as receiver. (Appendixes include three tables and a description of the metaphors derived from the studies/commissions.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01