In addition, traditional curricula may or may not have explicitly defined objectives or purposes. Although there has been a greater focus on the need for learning objectives in the health professions, it is not uncommon for schools to „retrofit‟ the objectives to reflect what the faculty desire to teach. In this sense, the curriculum drives the objectives rather than the desired learning objectives driving the curriculum (see Figure 2). This framework then results in a system of assessment that is again based on the mastery of a curriculum that may be detached from the needs of society. .
