Twelve tips for implementing whole-task curricula: How to make it work

Diana H. J. M. Dolmans*, Ineke H. A. P. Wolfhagen, Jeroen J. G. Van Merrienboer

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

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Whole-task models of learning and instructional design, such as problem-based learning, are nowadays very popular. Schools regularly encounter large problems when they implement whole-task curricula. The main aim of this article is to provide 12 tips that may help to make the implementation of a whole-task curriculum successful. Implementing whole-task curricula fails when the implementation is not well prepared. Requirements that must be met to make the implementation of whole task models into a success are described as twelve tips. The tips are organized in four clusters and refer to (1) the infrastructure, (2) the teachers, (3) the students, and (4) the management of the educational organization. Finally, the presented framework will be critically discussed and the importance of shared values and a change of culture is emphasized.
Original languageEnglish
Pages (from-to)801-805
JournalMedical Teacher
Issue number10
Publication statusPublished - 2013

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