ONE OF THE MOST difficult problems in revising course content in any discipline is the establishment and maintenance of some systematic approach. The outline provided in this paper is meant to be a format which precludes the avoidance of any issues central to the development of sound educational practices. Although empirical in derivation, it is logical in sequence and has proven useful to educators in many different fields and disciplines.
The total process of curricular improvement may be considered as consisting of three broadly defined functions. The first is the development of objectives for an educational program. It is obvious that without a mission or goal or set of objectives, it is quite impossible to conduct an orderly planning of the course, or to develop an evaluation system which accurately measures the effectiveness of the program. The second function is the development of an ordered set of learning activities which
FISHER LA. What Can Be Done About Curriculum. Arch Dermatol. 1966;93(5):536–538. doi:10.1001/archderm.1966.01600230040011
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