ABSTRACT
Curriculum structures could be changed, and with that change could come a revision of content, content being linked to what is considered relevant, and with a focus on outcome-based education. All the elements of curriculum design are linked and therefore planning for change, reviewing and reforming curricula require the basic structure to be fit for purpose. Educational theory played a limited role in both medical education and health professional vocational courses and course providers were in close association with healthcare providers. Health promotion could be presented in a more explicit and direct way, indicating to students the specific learning outcomes and how they are relevant to their wider learning. The cyclical process impacts on the design of curriculum, the pedagogy, the assessment of learning, evaluation of the learning process and modification of the curriculum based on feedback. The collective demands of higher education, the medical profession and employers for substantive and visible health promotion content in curricula makes it imperative.
