Page 1 - Goal Mission Attributes

Chapter 5

Implementation of the Curriculum at Tanta

A committee was established to select which international competency framework will be selected

as a benchmark for our new program. The selection will be mainly dependent on availability on

the web free sites, availability of some examples of curricula applying it, easy and clear
instructional and assessment strategies and feasibility to be applied in our physical situation.

The Committee thoroughly revised the Egyptian NARS document and found that it define the
graduate attributes, that are nearly in the same direction of international shift to competencies.

NARS document also defined all the minimum requirements from medical graduates in different

domains. Egyptian NARS will represent the primary academic reference standards during reform
of the curriculum.

For international benchmarking, the committee revised other frameworks and make some
mapping of the most common ones. The committee also studied the feasibility of different

competency models or frameworks All can be feasible in all of recent curricula whether PBL,

Hybrid, System based or integrated. However, the system based and integrated curricula need less
resources and can be easily introduced to many categories of students. PBL curricula need certain

student and Faculty preparation and of course a lot of the physical resources. The committee
selected the Accreditation Council of Graduate Medical Education (ACGME) framework of

competencies. It was observed that ACGME domains or areas and competencies are easily to be

matched with the Egyptian NARS, as regard the graduate attributes.

ACGME competencies are the basis for accreditation of any Undergraduate curriculum at all

American Medical School. ACGME defined six domains or areas of medical practice, under each

area there is a broad competency statement and under each there are multiple sub-competencies
or outcomes. The Institute of Medicine issued Health Quality Aims (HQA) in 2001.

ACGME defined broadly the main competency statement in each of the six domains or areas. It is
necessary for institutes and programs to define their sub-competencies and objectives or specific

knowledge, skills, behaviors, and attitudes required, as well as provide educational experiences as

needed in order for their graduates to demonstrate these competencies. They need to consider their
mission, societal needs and their unique circumstances. The American Association of Medical

Colleges (AAMC) issued Medical School Objectives as the minimum for each future physician;
where the graduate must be Knowledgeable, Skillful, Altruistic and Dutiful.

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