ABSTRACT
Now that we have dealt with learning outcomes and the people involved in your curriculum, we can move on to curricular content, the central issue in this chapter. Once again, we will not be proposing one single set of elements which are valid for all contexts, but rather intend to present different issues to be solved at the design stage and which will be strongly influenced by the context in which training is taking place. By the end of the chapter, readers should be able to identify the issues to be examined in deciding on curricular content, the factors influencing decisions, and to offer possible solutions for their particular contexts. Amongst the issues addressed are: academic versus vocational contexts; undergraduate versus postgraduate models; level of specialization, and core content. This will be approached partly through four case studies of actual programme outlines, one of which is analysed in detail. Finally, there is an overview of content organized in the major areas of competence described in Chapter 2.
