By Dent, John A.; Harden, Ronald M.
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Additional info for A practical guide for medical teachers
In 2007, following the MTAS debacle, Professor John Tooke was invited to report on the state of postgraduate medical education and make appropriate recommendations. He recommended that doctors should serve a 1-year pre-registration Foundation Year 1, then a period of core specialty training in a small number of specialty stems (medical, surgical, family medicine) and then further training in higher specialist training posts (and be called once again specialist registrars or GP registrars). His comments in the Tooke Reports of 2007 and 2008 sound remarkably like those of the earlier Todd Report of 1968.
Mandin H, Harasym P, Eagle C, Watanabe M: Developing a ‘clinical presentation’ curriculum at the University of Calgary, Academic Medicine 70:186–193, 1995. Newble DI, Jaeger K: The effect of assessment and examinations on the learning of medical students, Medical Education 17:165–171, 1983. O’Neill PA: The core content of the undergraduate curriculum in Manchester, Medical Education 33:121–129, 1999. O’Neill PA, Jones A, Willis SC, McArdle PJ: Does a new undergraduate curriculum based on Tomorrow’s Doctors prepare house officers better for their first post?
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. 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.
A practical guide for medical teachers by Dent, John A.; Harden, Ronald M.