Transgenerational learning: maximising resources, minimising teaching gaps and fostering progressive learning
Lyn Clearihan A E , Silvia Vogel B , Leon Piterman C and Neil Spike DA Clinical Education and Professional Development Unit, School of Primary Health Care, Monash University, Building One, 270 Ferntree Gully Road, Notting Hill, Vic. 3168, Australia.
B Department of General Practice, School of Primary Health Care, Monash University, Building One, 270 Ferntree Gully Road, Notting Hill, Vic. 3168, Australia.
C Faculty of Medicine, Nursing and Health Science, Monash University, Building One, 270 Ferntree Gully Road, Notting Hill, Vic. 3168, Australia.
D Victorian Metropolitan Alliance, 15 Cato Street, Hawthorn, Vic. 3122, Australia.
E Corresponding author. Email: lyn.clearihan@monash.edu
Australian Journal of Primary Health 17(1) 29-34 https://doi.org/10.1071/PY10057
Submitted: 31 August 2010 Accepted: 31 January 2011 Published: 16 March 2011
Abstract
The need to rationalise teaching resources underpinned a project at Monash University that used a Delphi technique to re-examine the teaching curriculum of two key topic areas in the medical curriculum – ophthalmology and dermatology – from an undergraduate, graduate and vocational perspective. Using Bloom’s taxonomy the learning objectives from these topic areas were collated and analysed. This process allowed the revising and redistributing of learning objectives of the curricula to reduce the likelihood of duplication of teaching or more importantly gaps in teaching occurring. This process highlighted the potential utility of using a transgenerational approach to curriculum planning but the outcomes are limited due to the small number of participating educators and the lack of formal evaluation of the method.
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