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

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Title: Student-selected components in the undergraduate medical curriculum: a multi-institutional consensus on purpose.
Authors: Murdoch-Eaton, Deborah, Ellershaw, John, Garden, Anne, Newble, David, Perry, Mark, Robinson, Louise, Smith, John, Stark, Patsy, Whittle, Sue
Source: Medical Teacher. Feb2004, Vol. 26 Issue 1, p33-38. 6p.
Subjects: MEDICAL schools, MEDICAL education, COLLEGE curriculum, STUDY & teaching of medicine, CURRICULUM change
Geographic Terms: UNITED Kingdom
Abstract: Student-selected components (SSCs) are an established part of undergraduate medical curricula in the UK. Implementation has been against a background of differing educational approaches to curricular change, together with a lack of clarity about their purpose, relationship with the core curriculum and contribution to overall assessment. This has resulted in a diversity of programmes with perceived differing importance between medical schools. This paper documents the approach used by a consortium of medical schools with diverse curricula to develop consensus on the educational purpose and learning outcomes of SSCs. Agreement on common purposes and outcomes was achieved, and consensus documents are reported. These may be valuable for other medical schools implementing any form of student-selected project work. This work will now be the starting point for further work on producing recommendations for assessment of SSCs, which will be applicable across different medical schools. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Teacher Reference Center
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  Data: Student-selected components in the undergraduate medical curriculum: a multi-institutional consensus on purpose.
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  Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Feb2004, Vol. 26 Issue 1, p33-38. 6p.
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  Data: <searchLink fieldCode="DE" term="%22MEDICAL+schools%22">MEDICAL schools</searchLink><br /><searchLink fieldCode="DE" term="%22MEDICAL+education%22">MEDICAL education</searchLink><br /><searchLink fieldCode="DE" term="%22COLLEGE+curriculum%22">COLLEGE curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22STUDY+%26+teaching+of+medicine%22">STUDY & teaching of medicine</searchLink><br /><searchLink fieldCode="DE" term="%22CURRICULUM+change%22">CURRICULUM change</searchLink>
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  Data: Student-selected components (SSCs) are an established part of undergraduate medical curricula in the UK. Implementation has been against a background of differing educational approaches to curricular change, together with a lack of clarity about their purpose, relationship with the core curriculum and contribution to overall assessment. This has resulted in a diversity of programmes with perceived differing importance between medical schools. This paper documents the approach used by a consortium of medical schools with diverse curricula to develop consensus on the educational purpose and learning outcomes of SSCs. Agreement on common purposes and outcomes was achieved, and consensus documents are reported. These may be valuable for other medical schools implementing any form of student-selected project work. This work will now be the starting point for further work on producing recommendations for assessment of SSCs, which will be applicable across different medical schools. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/0142159032000150494
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        Text: English
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              Text: Feb2004
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