By Dent, John A.; Harden, Ronald M.
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Extra info for A practical guide for medical teachers
Measurement of the education environment should be part of a curriculum evaluation There is little point in developing a curriculum where an aim is to orientate the student to medicine in the community and to health promotion if the students perceive that what is valued by the senior teachers is hospital practice, curative medicine and research. In the same way, it is difficult to develop in students a spirit of teamwork and collaboration if the environment in the medical school is a competitive rather than a collaborative one.
For an individual teaching session on the control of pain in chronic musculoskeletal disease, it might be ‘Write a safe prescription for a common nonsteroidal anti-inflammatory drug in an elderly patient’. CHAPTER 3: The undergraduate curriculum and clinical teaching in the early years The curriculum planner must specify which skills are necessary and to what level each should be displayed. FURTHER ELEMENTS OF LEARNING OUTCOMES So far, we have considered learning outcomes in terms of what the student can do.
3 The ‘inverted triangles’ curriculum model Integrated curriculum Professional development Population sciences Behavioural sciences Biological sciences Clinical studies Clinical and communication skills Fig. 4 The total integration model CHAPTER 3: The undergraduate curriculum and clinical teaching in the early years 21 of chance. For integration to occur, the scope and content of the lectures must be coordinated by an overseeing committee. Attempts have been made to have totally integrated lectures delivered by two or more individuals from different disciplines.