Abstract
Background:
Curriculum viability indicators are crucial in the success of a curriculum. In our study, curriculum viability within the context of medical education was undertaken, with a particular focus on the development and validation of a scoring framework.
Methods:
The study spans two phases, beginning with the creation of norm tables using the Median split method for Curriculum viability student questionnaire and Curriculum viability teacher questionnaire. These norm tables serve to categorize curriculum viability into high, satisfactory, and poor levels. The scoring framework undergoes refinement through validation using the Modified Angoff method and Receiver Operating Characteristic (ROC) analysis.
Results:
Results indicate a cut-off score range for CVTQ (51-75 by norm table, 69.5 via ROC, and 42 through expert consensus) and for CVSQ (29-42 by norm table and 46 via Modified Angoff).
Conclusion:
Our study offers a comprehensive diagnostic tool for curriculum viability and a basis for informed decision-making in educational planning and improvement.