Curriculum Definition Revisited

Nasim Gheshlaghi  Azar; Fakhrosadat  Hosseini

doi:10.18502/acta.v62i2.17034

Nasim Gheshlaghi Azar Department of Medical Education, School of Education and Learning Technologies, Shahid Beheshti University of Medical Sciences, Tehran, Iran
Fakhrosadat Hosseini Department of Research, School of Education and Learning Technologies, Shahid Beheshti University of Medical Sciences, Tehran, Iran

DOI: https://doi.org/10.18502/acta.v62i2.17034

Keywords: Curriculum; Formal curriculum; Informal curriculum; Hidden curriculum

Abstract

The definition of "curriculum" has been the subject of scholarly debate for decades. This commentary revisits one of the most widely accepted definitions of curriculum in health profession education and offers a revised definition. The authors aim to emphasize the importance of planned and unplanned learning experiences in the definition of curriculum. Also, the key role of students’ support to help students make the most of their learning from the un-planned experiences is highlighted. In cases where the holistic learning experiences are neglected, the school is unlikely to achieve its ultimate goals.