Statement on Surgical Preresidency Preparatory Courses

2014 ◽  
Vol 80 (11) ◽  
pp. 1085-1086 ◽  
Author(s):  
Thomas H. Cogbill
Keyword(s):  
Patient Safety ◽  
Medical Students ◽  
Quality Care ◽  
Objective Assessment ◽  
Medical Schools ◽  
Assessment Tools ◽  
Essential Components ◽  
Similar Program ◽  
Preparatory Course ◽  
Multidimensional Curriculum

The leadership of the surgical community is actively engaged in improving the preparation of incoming residents to assume responsibility and accountability for key elements of care and stewardship. To better prepare for this transition, it is essential that all matriculants to surgery residency successfully complete a preparatory course of blended learning that specifically addresses essential components of quality care and patient safety before the start of their training. A national multidimensional curriculum, along with objective assessment tools, has been developed to accelerate readiness, responsibility, and accountability during the transition from medical school to surgery residency. We strongly endorse this effort and encourage medical schools to adopt this or a similar program. We stand ready to assist medical schools and medical students in implementation of this important initiative.

An Alternative Australian Curriculum Model: Vertical Cubic Curriculum

2020 ◽  
Vol 9 (1) ◽  
pp. 67-89
Author(s):  
Stephen Spain
Keyword(s):  
Modular Design ◽  
Three Dimensional ◽  
School Level ◽  
Dimensional Structure ◽  
Alternative Curriculum ◽  
Australian Curriculum ◽  
Curriculum Model ◽  
Teachers And Students ◽  
Multidimensional Curriculum ◽  
Curriculum Education

This paper proposes an alternative curriculum model to the current Australian Curriculum, which is underpinned by a Systems Thinking methodology (Capra & Luisi 2014). Entitled a Vertical Cubic Curriculum (VCC), this design takes advantage of intelligent design tools whilst drawing on principles from the Australian Vertical Modular Curriculum (Education Department of Victoria, Australia 1980) and the three-dimensional structure proposed by Wragg’s Cubic Curriculum (Wragg, 1997). The VCC proposes an age mixed, multidimensional curriculum space (Carey, 2016) that promotes student voice and student self-efficacy; enabling teachers and students to co-construct a ‘learning curriculum.’ The VCC employs a cubic structure both as a proposed National Framework and as an implemented Cubic Vertical modular design at school level. The VCC is a highly flexible model that fosters metacognitive learning and formative (diagnostic) assessment as a continuum of development.

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