By Dent, John A.; Harden, Ronald M.
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Extra resources for A practical guide for medical teachers
General Medical Council: Tomorrow’s doctors, ed 3, London, 2009, General Medical Council. Harden RM, Davis MH, Crosby JR: The new Dundee medical curriculum: a whole that is greater than the sum of its parts, Medical Education 31:264–271, 1997. Hartling L, Spooner C, Tjosvold L, Oswald A: Problem-based learning in pre-clinical medical education: 22 years of outcome research, Medical Teacher 32:28–35 ,2010. Krathwohl DR. 2001. 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.
Examples may be coping with uncertainty and health promotion. Community-based clerkships are now more closely integrated into the curriculum as a planned learning experience. ” Bullimore 1998 Electives and student selected components (SSCs) are now firmly established as a valued component of the curriculum in many medical schools. They have moved from being a fringe event to an important educational activity that contributes to the expected exit learning outcomes. It is no longer possible for students to study in depth all topics in a curriculum.
However, there are differences in other outcomes (Albanese & Xakellis 2001, O’Neill et al 2003, Watmough et al 2006). 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.