ArticleMedical education2025
Categorising drivers of curriculum renewal in entry-to-practice health professional education: A scoping review.
Article in Medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Concept-based curriculum: An evidence-based approach to developing a new framework for dietetics education?Nutrition & dietetics : the journal of the Dietitians Association of Australia · 2025Article
- Categorising drivers of curriculum renewal in entry-to-practice health professional education: A scoping review.Medical education · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
Abstract
introductionRenewing a health professional education (HPE) curriculum is a significant undertaking, requiring substantial effort and resourcing. However, the factor(s) that should initiate a curriculum renewal remain contentious, and the methods to best assess them are unclear. To begin answering these questions, a comprehensive view of the scope of potential renewal drivers is needed, thus enabling structured inquiry into these (and their interactions) while ensuring no driver categories are being inadvertently overlooked. It would similarly serve as an important checklist for individual institutions undergoing renewal. However, no such list has ever been formulated in a data-driven way. Thus, this scoping review aimed to document the full range of real-world drivers of HPE curricular renewal and create an overarching categorisation of these.
methodsA systematic search was conducted of the Embase, Medline/PubMed, Global health and CINAHL databases for studies published between 2013 and 2023 describing a completed single-institution curriculum renewal of an entry-to-practice HPE degree. Following independent screening, articles were reviewed and 'extent of renewal', 'renewal characteristics' and the 'initiating driver(s)' of renewal were extracted. Descriptive statistics were generated, and qualitative content analysis performed to generate a categorisation of renewal-initiating drivers.
resultsThe search identified 1408 potential manuscripts, and 239 publications describing 247 renewals were analysed. Forty percent were whole-of-degree renewals. Institutions from all continents were represented. Seventy-seven initiating drivers were identified and grouped into 10 categories: 'Regulatory reasons', 'Pedagogical improvements', 'Community/patient needs', 'Learner experience/satisfaction', 'Exceptional events', 'Learner outcomes', 'Industry benchmarking/reputation', 'Practical/business factors', 'Knowledge/skill issues' and 'Periodic renewals'. 'Regulatory reasons' were the most common reason for whole-of-degree renewals and 'knowledge/skill issues' for part-of-degree renewals.
conclusionsHPE curricula renewals have a wide range of initiating drivers. The proposed categorisation of these should serve as a useful scaffold for institutional curricular review processes and also for directing future scholarly inquiry into curricular renewal.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.