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By Dent, John A.; Harden, Ronald M.

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Extra resources for A practical guide for medical teachers

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The training grades were the pre-registration house officer, the senior house officer 4 Section 1: Curriculum development and the registrar and senior registrar in the specialist training posts. In the 1990s, Sir Kenneth Calman proposed a reform of specialist training in the UK. This initiative established structured specialist training leading to a Certificate of Completion of Specialist Training (CCST) after a defined number of years of training (between 4 and 6 years), annual assessments and a final assessment.

Since facility with any skill is related to the amount of purposeful practice that is undertaken (Ericsson 2004), the students should graduate with a greater level of proficiency in their basic interactions with patients. In addition, clinical teaching in the early years plays an important part in the socialization of students into the medical profession (Dornan & Bundy 2004). It provides early acclimatization to a clinical setting and may avoid the problems associated with transition into the clinical years (Prince et al 2000).

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. A good teacher facilitates the students’ learning by making use of a range of methods and applying each SECTION 1: Curriculum development method for the use to which it is most appropriate.

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