Multiple dimensions of flexibility in health sciences professional preparation programs: Challenges for curriculum development and organisational change

Flexible learning as a concept requires a broad view of all aspects of the teaching/learning process including the scope of potential outcomes and the range of tools available to achieve flexibility. Key dimensions to consider include the traditional distance education concerns of time, workload and student diversity as well as the use of many ways to achieve agreed learning outcomes. There are, however, additional - and perhaps more crucial - dimensions of flexibility for both students and staff. These include the ability to learn and work effectively in a multi-disciplinary, multi-professional environment, to be able to live in an ever changing workplace, to use information and communication technology comfortably and creatively as well as effectively and efficiently, and to develop a professional identity which is congruent with these dimensions and professional competence.

The Faculty of Health Sciences at the University of Sydney, through its current Undergraduate Reform Agenda, is addressing the concerns raised above at both course and whole of Faculty levels. The paper will include a discussion of the challenges and opportunities for curriculum management and organisational change which have so far emerged. The aim of the presentation will be to both inform and provoke discussion about the wider issues.