By Dent, John A.; Harden, Ronald M.
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Extra resources for A practical guide for medical teachers
There is no evidence from the literature that any one approach is best. Any form of integration within the curriculum raises challenges as to who owns the curriculum. 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.
COMMUNICATION ABOUT THE CURRICULUM Failure of communication between teacher and stu dent is a common problem in medical education (Fig. 6). Curriculum Teacher Student Fig. 6 Failure in communication Teachers have the responsibility to ensure that students have a clear understanding of: • what they should be learning – the learning outcomes • their access to the range of learning experiences and opportunities available • how they can match the available learning experiences to their own personal needs • whether they have mastered the topic or not, and if not, what further studies and experiences are required.
There is a move from ‘assessment of learning’ to ‘assessment for learning’ and ‘assessment as learning’. • When should students be assessed? Students can be assessed: at the beginning of the course to assess what they already know or can do CHAPTER 2: Curriculum planning and development during the course as formative assessment at the end of the course to assess their achievement of the expected learning outcomes. • Who should assess the student? Depending on the context, the responsibility may rest with a national or international body, the medical school, the teachers or student peers Increasing attention should be paid to selfassessment, with students encouraged to assess their own competence.
A practical guide for medical teachers by Dent, John A.; Harden, Ronald M.