The reporting of curriculum development activities in the health professions

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Abstract
This study examined how curriculum development efforts are reported in the health professions literature. From the classic curriculum development literature, we abstracted a common set of curriculum development components and steps that we subsequently used to evaluate 85 articles on curriculum development efforts in medicine, nursing, allied health, and dentistry. Only 29% of the articles mentioned all four components of a curriculum, and only 12% of the articles reported all steps in the curriculum development process. Twenty‐seven percent of the articles reported using educational consultants or units in describing curriculum development efforts. More than half the articles’ citations were to references from the content of the profession of the curriculum being developed. Authors of the identified curriculum development articles generally did not follow established curriculum development principles, involve others with curriculum development training, or include curriculum development literature among the articles’ references.

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