By Dent, John A.; Harden, Ronald M.
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Extra info for A practical guide for medical teachers
Belasco 1996 Summary The development of a teaching programme can no longer be left to chance. A curriculum must be carefully planned. Ten questions need to be addressed. These relate to the following: 1. The needs the training programme is intended to fulfil 2. The expected student learning outcomes 3. The content included 4. The organization of the content including the sequence in which it is covered 5. The educational strategies adopted – integrated teaching is an example 6. The teaching methods used, including largegroup teaching, small-group teaching and the use of new learning technologies 7.
CHAPTER 2: Curriculum planning and development Harden RM: Approaches to curriculum planning. ASME Medical Education Booklet no 21, Medical Education 20:458–466, 1986a. Harden RM: Ten questions to ask when planning a course or curriculum, Medical Education 20:356– 365, 1986b. Harden RM: The integration ladder: a tool for curriculum planning and evaluation, Medical Education 34:551–557, 2000. Harden RM: Outcome-based education: the future is today, Medical Teacher 29:625–629, 2007. Harden RM, Crosby JR, Davis MH, et al: Task-based learning: the answer to integration and problembased learning in the clinical years, Medical Education 34:391–397, 2000.
To this end, the General Medical Council has required undergraduate medical students to undertake a period of ‘shadowing’ with a preregistration house officer as part of their final year. Ideally, this will be in the post in which they will later be working. The transition from medical student to doctor is a stressful and difficult transition for many. In the medical education literature there are several studies which confirm these views. Looking at medical students and young first-year doctors from several medical schools, it appears to be a UK-wide problem.
A practical guide for medical teachers by Dent, John A.; Harden, Ronald M.