When disruption strikes the curriculum: Towards a crisis-curriculum analysis framework

Abstract

Introduction

COVID-19 has severely disrupted health professions training globally. This pandemic has been preceded by several other interferences on a smaller scale, setting the scene for crises in perpetuity. With a reactive stance adopted, these crises may result in rapid shifts to curricula, minimizing the opportunity for thorough planning and critical analyses.

Guidance from the literature

Recognizing the limited frameworks available to provide structure to such curricular crises responses, we drew on the literature to develop a crisis-curriculum analysis framework. The work of the SPICES model by Harden et al., the four-dimensional framework by Steketee et al., and Deverell’s crisis-induced learning, was used to develop the framework.

Crisis-curriculum analysis framework

The framework provides a structured approach to curriculum analysis in the face of disruption. It is designed to meet the needs of the global health professions education community, currently in the midst of a crisis. Accompanied by a step-wise guideline, this framework is suitable for educators requiring a practically-orientated approach to curriculum analysis.

Conclusion

Recognizing that curriculum analysis is but one part of crisis-management, we argue that this crisis-curriculum analysis framework may align well with strengthening institutional readiness as educators seek to refine and entrench curricular practices adopted during COVID-19.

Keywords:

• General
• planning
• change
• medical education research
• general

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Glossary

Crisis: Is defined in this article as a situation that subjects a community of people, such as an organization, a state or a municipality, to a serious threat to its basic structures or fundamental values and norms, which, under time pressure and uncertainties, necessitates making crucial decisions.

Deverell (2009) (taken from Boin & ‘t Hart, 2006, p. 42):

Additional information

Notes on contributors

Lynelle Govender

Lynelle Govender, MBChB, PG Dip (HPE), is a medical doctor and lecturer in Anatomical Pathology at the University of Cape Town. This work stems from her MPhil (Health Professions Education) at the Centre for Health Professions Education, Stellenbosch University (SUN).

Marietjie R. de Villiers

Marietjie R. de Villiers, MBChB, MFamMed, FCFP(SA), PhD, is a Professor in Family Medicine at SUN, and supervised this work.