By Dent, John A.; Harden, Ronald M.
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Extra resources for A practical guide for medical teachers
3). Some schools have gone further and have equal proportions of basic science and clinical contact throughout the course (Fig. 4). Whatever the formal structure of the course, integration can only take place at the level of the students’ experience of learning. Different approaches to achieving integration have been used with varying degrees of success. The most basic approach is to schedule within the same time frame lectures on the same system from the different disciplines. While this is relatively simple, any integration is largely a matter Traditional Curriculum Behavioural science Clinical studies Biological sciences Preclinical Clinical Fig.
The level at which the content is pitched is more likely to be realistic as the specialists’ views are immediately tested against those of their colleagues. The wider community of potential teachers should comment on the results of these discussions. The process of discussion and review should continue until a broad consensus is reached. It is particularly important that generalists should be included in the review process, as they are best placed to assess the utility of the decisions. At this stage it is helpful to have input from the public and from future employers.
The choice of methods for a given curriculum will depend on the range of outcomes that have been chosen. It is important that the outcomes determine the methods and not the other way round. In general, the use of a mixture of methods is likely to be more efficient than a doctrinaire adherence to a single method. The learning methods to be employed should be determined by the desired outcomes. Assessment Whatever the stated aims and objectives of the course, the students’ perceptions of what is important will be determined by what is assessed and how the assessment is carried out (Newble & Jaeger 1983).
A practical guide for medical teachers by Dent, John A.; Harden, Ronald M.