Fatima Sikander¹, Rehan Ahmed Khan², Saria Khalid³, Saima Batool⁴, Maria Shakeel⁴, Khizar Ansar Malik^5*

¹Akhtar Saeed Medical and Dental College, Lahore, Pakistan

²Islamic International Medical College, Riphah International University, Islamabad, Pakistan

³University of Health Sciences, Lahore, Pakistan

⁴University College of Medicine and Dentistry, University of Lahore, Lahore, Pakistan

⁵Azra Naheed Medical and Dental College, Superior University, Lahore, Pakistan

*Corresponding address: Azra Naheed Medical and Dental College, Superior University, Lahore, Pakistan

Email: khizar.ansar@superior.edu.pk

 Received: 06 April 2026 / Revised: 30 May 2026 / Accepted: 09 June 2026 / Available Online: 26 June 2026

DOI: https://doi.org/10.63137/jsteam.902684

ABSTRACT

Objectives: Curriculum viability indicators are among the factors that determine a curriculum’s success. This study aims to develop and validate a scoring framework for assessing curriculum viability.

Methods: A cross-sectional quantitative study was conducted in two phases. The first phase involved constructing norm tables for interpreting the Curriculum Viability Student Questionnaire (CVSQ) and Curriculum Viability Teacher Questionnaire (CVTQ) using the median split method. The second phase focused on validating the proposed scoring framework through the Modified Angoff Method and Receiver Operating Characteristic (ROC) analysis. Participants included 281 undergraduate medical students and 93 faculty members from the University of Lahore, selected through convenience sampling.

Results: A total of 281 students and 93 faculty members participated. The CVTQ norm table established cut-off ranges of 25–50 (high viability), 51–75 (satisfactory), and 76–125 (low viability). ROC analysis identified an optimal CVTQ cut-off of 62.5 (sensitivity 84.6%, specificity 83.3%, AUC = 0.67, 95% CI: 0.531–0.716, p = 0.32); however, the AUC did not reach statistical significance. The Modified Angoff method established cut-offs of 42 for the CVTQ (ICC = 0.927) and 46 for the CVSQ (ICC = 0.897). ROC analysis was not feasible for the CVSQ because no gold-standard classification was available.

Conclusion: This study offers a comprehensive diagnostic tool and scoring framework for curriculum viability and a basis for informed decision-making in educational planning and improvement. The framework provides practical thresholds for identifying curricular strengths and problem areas, supporting evidence-based decisions in educational planning. Future research should test the scoring framework across diverse institutions to enhance its generalizability and explore additional approaches for validating student questionnaire cut-off scores.

Keywords: Curriculum; Educational measurement; Psychometrics; ROC curve; Education, Medical, Undergraduate; Surveys and questionnaires

Data Availability: The data supporting this study are available from the corresponding author upon reasonable request.

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How to Cite: Sikander F, Khan RA, Khalid S, Batool S, Shakeel M, Malik KA. Developing and Validating a Scoring Framework for the Assessment of Curriculum Viability in Undergraduate Medical Education. J Sci Technol Educ Art Med. 2026;3(1):35-44