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2 - Recent developments in undergraduate medical education
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- By Margery Davis, Director, Centre for Medical Education, University of Dundee, Madawa Chandratilake, Research Officer, Centre for Medical Education, University of Dundee
- Edited by Tom Brown, John Eagles
-
- Book:
- Teaching Psychiatry to Undergraduates
- Published online:
- 02 January 2018
- Print publication:
- 01 May 2011, pp 10-25
-
- Chapter
- Export citation
-
Summary
Introduction
The curriculum is a dynamic process. A static curriculum is a sick curriculum (Abrahamson, 1996). The constant remodelling of the educational programme in response to educational developments, local needs and national policy is an ongoing necessity. In this chapter we shall look at five areas of undergraduate medical education where dramatic change has taken place in recent years – curriculum design, teaching and learning, student assessment, student selection and staff development – and we shall explore the reasons behind these changes.
Curriculum design
In this section we explain: (a) the introduction of newer educational strategies (developed in response to societal pressures and problems) within the undergraduate medical educational programme itself; (b) the recent move to outcome-based education; (c) how models of curriculum design have changed, adapted and developed over the past decades; and (d) how educational theory has influenced the structure of the undergraduate medical curriculum.
(a) Educational strategies
An educational strategy is the approach taken to teaching and learning in the curriculum. At the end of the Second World War, when the world had changed in so many ways, it seemed inappropriate to young doctors returning from the fighting to Case Western Reserve University in the USA that medical education should continue as before. They wanted to train better doctors and to train doctors better. The innovations produced by that group signalled the start of ‘ROME’ (World Health Organization, 1989), the Reorientation Of Medical Education, which spread throughout the world. There were many different educational strategies involved in ROME and the SPICES model of educational strategies (Harden et al, 1984) was developed to classify them. SPICES is an acronym for: Student centred; Problem based; Integrated; Community based; Electives and core; and Systematic. These aspects of educational strategy will be described below.
Student centred
In a traditional curriculum, the teacher and the institution are the focus for the teaching and learning; formal lectures and laboratory sessions dominate delivery. Involvement of students in the educational process within this model is minimal, leading to somewhat passive learning. In contrast, in a student-centred approach, the focus is on the student. The emphasis is on what and how students learn. In this strategy, the active involvement of students in the learning process is expected and encouraged and the teacher's role is to facilitate learning.
2 - Recent developments in undergraduate medical education
-
- By Margery Davis, University of Dundee, Madawa Chandratilake, University of Dundee
- Edited by Tom Brown, {Author Role=Brown Doesn't exist.}, John Eagles, { Author Role= exceeds the limit of 5 characters including spacing}
-
- Book:
- Teaching Psychiatry to Undergraduates
- Published by:
- Royal College of Psychiatrists
- Published online:
- 25 February 2017
- Print publication:
- 01 May 2011, pp 10-25
-
- Chapter
- Export citation
-
Summary
Introduction
The curriculum is a dynamic process. A static curriculum is a sick curriculum (Abrahamson, 1996). The constant remodelling of the educational programme in response to educational developments, local needs and national policy is an ongoing necessity. In this chapter we shall look at five areas of undergraduate medical education where dramatic change has taken place in recent years – curriculum design, teaching and learning, student assessment, student selection and staff development – and we shall explore the reasons behind these changes.
Curriculum design
In this section we explain: (a) the introduction of newer educational strategies (developed in response to societal pressures and problems) within the undergraduate medical educational programme itself; (b) the recent move to outcome-based education; (c) how models of curriculum design have changed, adapted and developed over the past decades; and (d) how educational theory has influenced the structure of the undergraduate medical curriculum.
(a) Educational strategies
An educational strategy is the approach taken to teaching and learning in the curriculum. At the end of the Second World War, when the world had changed in so many ways, it seemed inappropriate to young doctors returning from the fighting to Case Western Reserve University in the USA that medical education should continue as before. They wanted to train better doctors and to train doctors better. The innovations produced by that group signalled the start of ‘ROME’ (World Health Organization, 1989), the Reorientation Of Medical Education, which spread throughout the world. There were many different educational strategies involved in ROME and the SPICES model of educational strategies (Harden et al, 1984) was developed to classify them. SPICES is an acronym for: Student centred; Problem based; Integrated; Community based; Electives and core; and Systematic. These aspects of educational strategy will be described below.
Student centred
In a traditional curriculum, the teacher and the institution are the focus for the teaching and learning; formal lectures and laboratory sessions dominate delivery. Involvement of students in the educational process within this model is minimal, leading to somewhat passive learning.
1 - How do students learn?
-
- By Margery Davis, University of Dundee, Madawa Chandratilake, University of Dundee
- Edited by Tom Brown, {Author Role=Brown Doesn't exist.}, John Eagles, { Author Role= exceeds the limit of 5 characters including spacing}
-
- Book:
- Teaching Psychiatry to Undergraduates
- Published by:
- Royal College of Psychiatrists
- Published online:
- 25 February 2017
- Print publication:
- 01 May 2011, pp 1-9
-
- Chapter
- Export citation
-
Summary
Introduction
One definition of teaching is that it is the facilitation of learning. Regardless of whether you teach in a ward, a clinical skills centre, an out-patient clinic or a lecture theatre, it is helpful for you as a teacher to understand how people learn in order to enable you to facilitate their learning.
We shall describe the domains of learning: cognitive (knowledge); psychomotor (skills); and affective (attitudes). For many of you, your teaching will be in all three domains. There are different levels of learning for each domain; for instance, Bloom's taxonomy of learning in the cognitive domain describes six levels of learning (Bloom, 1956). Bloom's taxonomy is not new, but it provides a particularly useful tool to help you to identify whether you are teaching or assessing facts that need to be memorised or the application of facts, or judgement, which require higher-order thinking.
Medical students tackle their learning in different ways and these will be outlined. Many medical students have been called strategic learners (Entwistle & Ramsden, 1982) as there is evidence that they approach their learning in a way that will give them the best chance of passing their examinations. You can help your students learn more effectively by the way that you teach. We shall describe a number of theories about how people learn and present some principles of learning drawn from these theories that you can use in your everyday teaching to facilitate your students’ learning. These are called the FAIR principles of effective learning (Hesketh & Laidlaw, 2002b).
A good facilitator of learning has certain knowledge, skills, attitudes and personal attributes that we shall identify here to improve your abilities as a facilitator of learning.
Domains of learning
Student learning takes place in three domains: cognitive; psychomotor; and affective (Bloom, 1956). The cognitive domain includes intellectual abilities and the learning of content knowledge. You, as a teacher, facilitate the acquisition of knowledge and assess students’ ability to memorise facts, apply their learning to clinical situations and make judgements.
1 - How do students learn?
-
- By Margery Davis, Director, Centre for Medical Education, University of Dundee, Madawa Chandratilake, Research Officer, Centre for Medical Education, University of Dundee
- Edited by Tom Brown, John Eagles
-
- Book:
- Teaching Psychiatry to Undergraduates
- Published online:
- 02 January 2018
- Print publication:
- 01 May 2011, pp 1-9
-
- Chapter
- Export citation
-
Summary
Introduction
One definition of teaching is that it is the facilitation of learning. Regardless of whether you teach in a ward, a clinical skills centre, an out-patient clinic or a lecture theatre, it is helpful for you as a teacher to understand how people learn in order to enable you to facilitate their learning.
We shall describe the domains of learning: cognitive (knowledge); psychomotor (skills); and affective (attitudes). For many of you, your teaching will be in all three domains. There are different levels of learning for each domain; for instance, Bloom's taxonomy of learning in the cognitive domain describes six levels of learning (Bloom, 1956). Bloom's taxonomy is not new, but it provides a particularly useful tool to help you to identify whether you are teaching or assessing facts that need to be memorised or the application of facts, or judgement, which require higher-order thinking.
Medical students tackle their learning in different ways and these will be outlined. Many medical students have been called strategic learners (Entwistle & Ramsden, 1982) as there is evidence that they approach their learning in a way that will give them the best chance of passing their examinations. You can help your students learn more effectively by the way that you teach. We shall describe a number of theories about how people learn and present some principles of learning drawn from these theories that you can use in your everyday teaching to facilitate your students’ learning. These are called the FAIR principles of effective learning (Hesketh & Laidlaw, 2002b).
A good facilitator of learning has certain knowledge, skills, attitudes and personal attributes that we shall identify here to improve your abilities as a facilitator of learning.
Domains of learning
Student learning takes place in three domains: cognitive; psychomotor; and affective (Bloom, 1956). The cognitive domain includes intellectual abilities and the learning of content knowledge. You, as a teacher, facilitate the acquisition of knowledge and assess students’ ability to memorise facts, apply their learning to clinical situations and make judgements. The psychomotor domain encompasses the learning of motor skills such as physical movement and coordination (Gronlund, 1976). Development of these skills requires demonstration by teachers and time and opportunities for students to practise.