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Student-selected components in the undergraduate medical curriculum: a multi-institutional consensus on assessable key tasks.

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Title: Student-selected components in the undergraduate medical curriculum: a multi-institutional consensus on assessable key tasks.
Authors: Stark, Patsy1 (AUTHOR) p.stark@sheffield.ac.uk, Ellershaw, John2 (AUTHOR), Newble, David3 (AUTHOR), Perry, Mark4 (AUTHOR), Robinson, Louise5 (AUTHOR), Smith, John2 (AUTHOR), Whittle, Sue6 (AUTHOR), Murdoch-Eaton, Deborah7 (AUTHOR)
Source: Medical Teacher. Dec2005, Vol. 27 Issue 8, p720-725. 6p.
Subject Terms: *Curriculum, *Medical education, *Medical schools, *Learning, *Curriculum evaluation, *Curriculum frameworks, *Career development, *Instructional systems, *Educational standards, *Curriculum planning
Abstract: This paper describes further progress by the Northern Universities SSC Consortium in achieving consensus on the contribution of the Student Selected Components (SSCs) to undergraduate medical courses. Following the identification of common purposes and outcomes, the group has matched these to assessable key tasks which students may undertake in order to demonstrate competence on a range of attributes not normally fully assessed in the core curriculum. In some schools, SSCs may be the predominant route through which students gain exposure to research methods and reflective practice. In addition to opportunities to acquire knowledge and skills outside the core curriculum, SSCs can contribute towards enhancement of core skills. SSCs may also contribute to the overall longitudinal assessment of personal and professional development. The potential role of portfolios in maximizing student learning from SSCs is discussed, and future areas for development identified. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This paper describes further progress by the Northern Universities SSC Consortium in achieving consensus on the contribution of the Student Selected Components (SSCs) to undergraduate medical courses. Following the identification of common purposes and outcomes, the group has matched these to assessable key tasks which students may undertake in order to demonstrate competence on a range of attributes not normally fully assessed in the core curriculum. In some schools, SSCs may be the predominant route through which students gain exposure to research methods and reflective practice. In addition to opportunities to acquire knowledge and skills outside the core curriculum, SSCs can contribute towards enhancement of core skills. SSCs may also contribute to the overall longitudinal assessment of personal and professional development. The potential role of portfolios in maximizing student learning from SSCs is discussed, and future areas for development identified. [ABSTRACT FROM AUTHOR]
ISSN:0142159X
DOI:10.1080/01421590500271530