Curriculum Models: Product versus Process.

Abstract

At the beginning of this article, there is a brief outline of the nature of the curriculum and models. This leads into a discussion of curriculum models in which ‘product’ and ‘process’ models are set out and discussed. The strengths and weaknesses of both approaches to the curriculum are outlined and issues relating to the choice of model are advanced. When we reflect on the curriculum, we ought to keep a number of things in our thoughts. There are the needs of individual patients and how these might best be met, and there are the needs of the students. Beyond the individual, there are societal needs; the need for an efficient and a humane service. Coupled with this is the need for skilled manpower to provide this service. There are also vocational aspects. Vocational is taken here to mean fitted for the task. To be fitted for the task means having a store of relevant know/edge, supported by a foundation of science and a motive of service, and the ability to apply this knowledge in a variety of circumstances. It means using this knowledge in an ethically acceptable way which embodies respect for persons. And it also means an understanding of the ethics, morals and values; in other words it means going through a process of socialization.