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Abstract
This paper examines how professionalism teaching might be integrated into undergraduate medical education in the United Kingdom setting. It advocates adopting an outcome-based approach to curriculum planning, using the Scottish Deans' Medical Curriculum Group's (SDMCG) outcomes as a starting point. In discussing the curricular content, potential learning methods and strategies, theoretical considerations are explored. Student selection, assessment and strategies for optimising the educational environment are also considered.
Additional information
Notes on contributors
John Goldie
JOHN GOLDIE has been lead researcher in the evaluation of ethics learning in Glasgow University's curriculum for the last 10 years. In the last two years he has been lead researcher on a project investigating the delivery of professionalism teaching in the early years of the curriculum.