Contact Information

Faculty Development Resources


Uniformed Services University of the Health Sciences
4301 Jones Bridge Road
Bethesda, Maryland 20814
Phone: (301) 295-3016

Teaching Resources

Kern, D. E., Thomas, P. A., Howard, D. M. &Bass, E. B. (1998).
Curriculum Development for Medical Education: A Six-Step Approach.
Baltimore: The Johns Hopkins University Press.
The six steps referred to in the title of the book are problem identification, targeted needs assessment, goals and objectives, educational methods, implementation, and evaluation. Additional chapters address curriculum maintenance, enhancement, and dissemination. Curriculum planners will be delighted to find three example curricula in the appendix: Primary care gynecology for Internal Medicine Residents, Ambulatory Clerkship in General Internal Medicine for Medical Students, and Residency Traiing in Interviewing Skills and the Psychosocial Domain of Medical Practice. The chapter on writing goals and objectives has received praise by several of our faculty and by postings on medical education list serve.

Newble, D &Cannon, R. (2001). A Handbook for Medical Teachers, Fourth Edition. Boston: Kluwer Academic publishers.
For those of you who would like a brief--19 page--treatment of the process of planning a course, see chapter 3 in this book.

Gronlund, N. (1995). How to Write Instructional Objectives. Englewood Cliffs: Prentice Hall.
For those of you who would like a more detailed presentation of writing behavioral objectives see this book, which has become a classic in the field.

Norman, G. R., van der Vleuten, Cees P.M. &Newble, D. I. (2002).
International Handbook of Research in Medical Education. Boston: Kluwer Academic Publishers.
If you would like to reach beyond the techniques of designing and implementing curriculum to learn about some of the larger issues, Section 6 in this book is a good place to start. It contains six articles focused on current curriculum issues: Managing the Curriculum and Managing Change, Faculty Development for Curricular Change, Efective Leadership for Curricular Change, Professional Caring in the Curriculum, Disseminating Educational Research and Implementing Change in Medical Educational Environments and Achieving Large-Scale Change in Medical Education.