In institutions that provide health profession education, their curricula (programs) involves students, teachers and the material (information) to be learnt. The students change each year. The teachers come and go with role changes, promotions and retirals. The material to be learnt needs constant updating in relation to new medical research findings, changes in patient care and government policy. This makes the curriculum a dynamic and changing process. Curriculum development is never finished; it is a continuous iterative process that involves many stages.

We provide institutions that offer health profession education our experience in analyzing their curricular needs, and planning for the implementation of changes in areas that require development.