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

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CHAPTER 3: The undergraduate curriculum and clinical teaching in the early years Traditionally, each discipline or department was responsible for the selection of material and the delivery of teaching within its own domain. This can lead to a number of abuses including overloading of the curriculum, the teaching of irrelevant material and uncoordinated rather than planned repetition. For this reason, there has been a move towards centralization of curriculum planning with a single body being responsible for the final product, albeit in consultation with the relevant discipline experts.

Proficient 5. Expert. However, it may take some years as a career grade doctor (consultant or general practitioner principal) 26 SECTION 1: Curriculum development to achieve real mastery of one’s subject. Few may ever reach the next level, after a lifetime’s experience, which we have perhaps light-heartedly called the 7th dan. Standards for training In the UK, the General Medical Council sets standards for training posts and has required that there be an approved curriculum for the Foundation Programme and for all specialties.

Longitudinal reports from a range of observers are more reliable than point observations. Planning the assessment should be an integral part of planning the curriculum. Curriculum structure The organization of students’ learning is an important part of planning. Traditionally, teaching was organized according to disciplinary boundaries. There was usually a very marked divide between the subjects that were considered to be clinical and those that were preclinical. This made it very difficult to teach material in context and led to compartmentalization of knowledge, as illustrated in Fig.

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