*2.2.2 Descriptive model*

It depends robustly on internal and external contextual factors analysis of curriculum situation in addition to the intent which is the target of the prescriptive model. This model describes and analyses the context of different interlinked elements (including intent, content, teaching strategies and assessment) of curriculum design regardless the definite ordered manner of these elements [7, 26, 27].

**Table 1** outlines the differences between perspective and descriptive models.

#### **2.3 Curriculum types**

Under and post-graduate medical education can be delivered depending on different curricula types or categories. Each curriculum type has its pros and cons; there is no ideal or perfect curriculum one hundred percent. Some medical schools or institutes use single standalone curriculum, whereas integrating two or more of these types are more consistent with contemporary milieu and expanding medical health system and education needs [4, 10, 26].

Common curricula types are listed and described briefly in **Figure 2**.


#### **Table 1.**

*Perspective and descriptive curricula models differences.*


**Figure 2.** *Curriculum types.*
