Have you ever wondered what the difference is between a curriculum
and a syllabus? Chris Oliver and Ewan Goudie explain
s surgeons we are all well aware of
the terms curriculum and syllabus.
However, we may find it difficult to
define either word, state their purpose, or
describe the differences between them. This
is because the terms are often used loosely
or even, wrongly, interchangeably. In addi-
tion, different conventions regarding their use
have been adopted by different disciplines,
different institutions, and in different parts of
the world. It is, however, important for train-
ers and trainees to have a common under-
standing of what the terms mean and their
relevance to training. This is particularly true
in UK surgical training since the implementa-
tion of the Intercollegiate Surgical Curriculum
Programme (ISCP).1
Each of the nine surgical Specialist Advi-
sory Committees (SACs) reviewed its curricu-
lum under the auspices of the Joint Commit-
tee of Surgical Training (JCST). This resulted
in the introduction of the ISCP in August
2007. The ISCP aims to provide programmes
of training from foundation years through to
the completion of specialist surgical training,
culminating in the award of a certificate of
completion of training (CCT). To understand
the ICSP it is helpful to appreciate the dif-
ference between the terms curriculum and
syllabus. The Postgraduate Medical Educa-
tion and Teaching Board (PMETB) provided
definitions of both terms which were adopted
by each of the SACs when they outlined their
modernised training programmes.2
A curriculum is a statement of aims and in-
tended learning outcomes for an educational
programme. It states the rationale, content,
organisation, processes, and methods of
teaching, learning, assessment, supervision,
and feedback. It also details entry require-
ments, selection process, and flexibilities.
Essentially, it is a strategic document that
enables a discipline or institution to describe
all aspects of a training course. A curriculum
provides teachers, educationalists, and su-
pervisors with insight into the range of activi-
ties within an educational programme. It also
gives them an indication of the resources
required to deliver it. It gives the learner a
detailed view of the breadth and depth of a
training course. It can provide prospective
trainees with detailed knowledge of what a
programme will entail prior to undertaking it
and can help to inform choice.
In contrast, a syllabus is a list or summary
description of course contents or topics that
might be tested in examinations. It is a much
more focused document that helps a trainee
to prioritise learning in order to achieve com-
petencies. Competencies can be defined
as reliable indicators of an individual’s ability
to perform. Therefore, a syllabus identifies
important, relevant, measurable outcomes
which usefully reflect the performance of
learners.
PMETB suggest that in modern medical
education a curriculum is the document of
choice and the syllabus would not be regard-
ed as an adequate substitute, although one
might usefully be included as an appendix.
This principle was central to the restructur-
ing of modern surgical training by ISCP and

‘The terms are
often used loosely
or even, wrongly,
interchangeably’
is incorporated in each of the nine surgical
specialties’ educational programmes.
The trauma and orthopaedic surgery SAC
contributed extensively to the ISCP and the
new speciality curriculum they produced
in 2007 adopts this idea. The Competency
Based Curriculum for Specialist Training in
Trauma and Orthopaedic Surgery was pro-
duced to guide training within the specialty
by providing accessible information for both
the trainee and the trainer who are seen as
its primary audience.3 It aims to make the
links between the surgical education proc-
ess as a whole and assessment processes
Vital signs
absolutely clear.
The curriculum is of interest to prospective
trainees because it outlines entry require-
ments, selection process, and length of the
programme. This helps to inform choice
of career but also enables juniors with an
interest in the specialty to focus their ef-
forts towards gaining a place on a train-
ing scheme at an early stage. For current
trainees, the curriculum provides a detailed
breakdown of the learning opportunities
within the educational programme. It de-
scribes models and stages of learning, as-
sessment, and feedback, and explains the
roles of logbooks and workplace assessment
tools including clinical evaluation exercise
(CEX), direct observation of practical skills
(DOPS), case-based discussion (CBD), and
procedure-based assessments (PBA). For
senior trainees, the curriculum explains exit
criteria and clearly states the competencies
that must be achieved to be awarded a CCT.
The curriculum informs trainers how the edu-
Key differences between
cational programme is organised, recorded,
and quality assured. It explains educational
a curriculum and syllabus
monitoring and appraisal of trainee perform-
• A curriculum is a statement of aims and
ance. Additionally, it details changes that
learning outcomes, including rationale,
the educational programme may undergo
content, organisation, processes, and
over the coming years. The curriculum may
methods of teaching
also contain a syllabus which documents
• It details entry requirements, selection
the content and outcomes of learning to be
process and flexibilities, and tells prospec-
achieved at each stage within the specialty. It
tive trainees what a programme will entail
has three distinct elements which capture the
and can help inform choice
skills, knowledge, and attitudes required of a
• A syllabus is a description of course
trauma and orthopaedic surgeon practicing
contents or topics that might be tested in
in the modern health service.
examinations
Thus, the key reference document for
• It identifies important, relevant, measur-
those seeking information about training in
able outcomes which usefully reflect the
orthopaedic surgery in the UK is the Com-
performance of learners.
petency Based Curriculum for Specialist
Training in Trauma and Orthopaedic Surgery.
This contains specific information about the
competencies to be achieved at any stage in
training in the syllabus. n
References for this article are available at:
www.surgeonsnews.info
Ewan B Goudie, FY1 Orthopaedic surgery, Edinburgh
Royal Infirmary
ewangoudie@doctors.org.uk
Chris Oliver, Chairman ICBSE and RCSEd Council
member
cwoliver@rcsed.ac.uk