Read e-book online A practical guide for medical teachers PDF

By Dent, John A.; Harden, Ronald M.

ISBN-10: 0702045519

ISBN-13: 9780702045516

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The terms that are employed must be defined and must be specific. It is unhelpful to have the stated aim of ‘producing a good doctor’. This begs the question of how a good doctor is to be defined. The curriculum needs to define the learning outcome, the setting in which it should be performed and the standard to which it should be performed. CORE MATERIAL Given the continuing expansion of medical knowledge, it is clearly impossible for students to learn all that there is to know. It is now widely accepted that there should be a core of knowledge that all students must acquire while encouraging them to develop deeper knowledge in selected areas that are of interest to them as individuals.

In Anderson LW, Krathwohl DR, editors: A taxonomy for learning, teaching and assessing: a revision of Bloom’s taxonomy for educational objectives, New York, 2001, Addison Wesley. Mandin H, Harasym P, Eagle C, Watanabe M: Developing a ‘clinical presentation’ curriculum at the University of Calgary, Academic Medicine 70:186–193, 1995. Newble DI, Jaeger K: The effect of assessment and examinations on the learning of medical students, Medical Education 17:165–171, 1983. O’Neill PA: The core content of the undergraduate curriculum in Manchester, Medical Education 33:121–129, 1999.

Patil This chapter is about postgraduate medical education and training, once the doctor has already qualified after a variable number of years at medical school and possesses a basic medical qualification. In many UK medical schools, this is a five-year course, although more recently some medical schools have developed a four-year graduate-only entry medical degree course, as is common in North America. Introduction TRAINING GRADES IN THE UK In the UK doctors enter a first (intern) year now called Foundation Year 1.

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A practical guide for medical teachers by Dent, John A.; Harden, Ronald M.


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