Abstract:
:The first major intake of medical students who studied the new GCSE occurred in Autumn 1990. These students have experienced a range of student-centred educational approaches to learning, but medical education in the UK remains committed to teacher-centred approaches. This mismatch of expectations is discussed. An innovative course in medical sociology at the University of Sheffield is reported, which illustrates student-centred learning approaches including transferable activity-skills development and self-assessment profiling. An innovative approach to course evaluation is discussed.
journal_name
Med Teachjournal_title
Medical teacherauthors
Fox NJ,Dryden Cdoi
10.3109/01421599109029029subject
Has Abstractpub_date
1991-01-01 00:00:00pages
185-92issue
2eissn
0142-159Xissn
1466-187Xjournal_volume
13pub_type
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