By Dent, John A.; Harden, Ronald M.
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Additional resources for A practical guide for medical teachers
Think of the curriculum as a planned educational experience. A range of paper and electronic methods can be used to record encounters students have with patients, and the records can then be analysed to see if there are gaps or deficiencies in the students’ experiences. The future will see greater use made of curriculum maps, where the students’ progress through the curriculum is charted across the learning experiences, the assessments and the learning outcomes. CHOOSING THE TEACHING METHODS There is no panacea, no magic answer to teaching.
ORDERING Evaluation An important part of curriculum planning is determination of the order in which the learning outcomes will be delivered. There is no absolutely correct order, but there should be a transparent logic behind the arrangement. This will enable students to appreciate the relevance of particular learning outcomes and diminish the tendency to learn inefficiently by rote just because the topic has been placed in the curriculum and will be assessed. The curriculum should have a logical and transparent structure.
Harden RM, Stamper N: What is a spiral curriculum? Medical Teacher 21(2):141–143, 1999. 15 Chapter 3 Section 1: Curriculum development The undergraduate curriculum and clinical teaching in the early years S. Leinster Introduction The aim of the undergraduate medical curriculum according to the General Medical Council is to produce graduates who … will make the care of patients their first concern, applying their knowledge and skills in a competent and ethical manner and using their ability to provide leadership and to analyse complex and uncertain situations.