Introduction:A curriculum is not only a syllabus or content of the statement. A curriculum is about what will be happen in teaching program, about the intension of the teachers and about the methods or the ways of teaching and about the outcomes of the learning. The main aim of the current manuscript was to try to analyse the curriculum according to Harden’s method to explore the strengths and weakness of the programme in order to develop the programme.
Method:To achieve the objective of the current manuscript, Harden’s ten questions of curriculum development framework approach were used to analyse the curriculum.
Result:The analysis of epidemiology curriculum in the Faculty of Public Health and Health Informatics (PHHI) at Umm Al-Qura University, explored that the curriculum has many strong points related to the precise objectives, strong outcomes, a wide range of assessment methods, explicit teaching methods, and there is a well-defined policy for curriculum management, monitoring, and evaluation.
Conclusion:The development of the current curriculum needs continuous monitoring and proper evaluation to support the positive points and to modify the weak points. Analysis of the curriculum will play the key role in developing the curriculum, as the program is essential to graduate epidemiologists in the area where millions of pilgrims come for Hajj annually.
How to Cite:
Mohamed, K., 2020. Analysing the Curriculum of Epidemiology using Harden’s Questions. South-East Asian Journal of Medical Education, 14(2), pp.87–92. DOI: http://doi.org/10.4038/seajme.v14i2.258
Mohamed, K.. “Analysing the Curriculum of Epidemiology Using Harden’s Questions”. South-east Asian Journal of Medical Education 14, no. 2 (2020): 87–92. DOI: http://doi.org/10.4038/seajme.v14i2.258
Mohamed, K.. “Analysing the Curriculum of Epidemiology Using Harden’s Questions”. South-east Asian Journal of Medical Education, vol. 14, no. 2, 2020, pp. 87–92. DOI: http://doi.org/10.4038/seajme.v14i2.258