By Dent, John A.; Harden, Ronald M.
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Additional info for A practical guide for medical teachers
NUTS AND BOLTS OF THE POSTGRADUATE CURRICULUM Features of a postgraduate training include the following: • a progressive syllabus that has both formal and informal elements • a recognized trainer and training unit • proactive supervision • balance of clinical duties and educational activities • protected time for education • defined exit outcomes. There has been a marked improvement in provision by the relevant bodies of structured syllabi for most postgraduate medical diploma or degree courses.
An effective structure will avoid needless duplication of material but will allow revisiting and reinforcement. Topics are first introduced at a simple level. Later in the course they will be studied in more depth and breadth. A common approach is to start with normality then move on to abnormality. Subjects may be revisited on several occasions. Harden and colleagues (1997) have described this as a ‘spiral curriculum’. This spiral approach can take place within any of the previous models of curricular structure.
The teaching methods used, including largegroup teaching, small-group teaching and the use of new learning technologies 7. Assessment of the students’ progress 8. Communication about the curriculum to all the stakeholders including the students 9. The educational environment 10. Management of the curriculum. References Cooke M, Irby DM, O’Brien BC: Educating Physicians: A Call for Reform of Medical Schools and Residency, San Francisco, 2010, Jossey-Bass. Dornan T, Littlewood S, Margolis SA, et al: How can experience in clinical and community settings contribute to early medical education?
A practical guide for medical teachers by Dent, John A.; Harden, Ronald M.