Twelve tips to designing and implementing a learner-centred curriculum: Prevention is better than cure

Abstract

Background: Change in medical education has brought with it new perspectives on content, process, assessment and evaluation. With this change has emerged a new discourse. New words and phrases, used by many but not always fully understood, have infiltrated every aspect of our academic lives. One such term which we believe is used relatively freely but which is not well understood or implemented is “learnercentred” or “student-centred” education.

Aim: These twelve tips, drawn from experience, attempt to clarify the implications of learner-centred education and provide a structure upon which to ensure that all stakeholders have the same understanding of the implications of what being learn-centredness involves.

Conclusions: Without a common understanding of learner-centreness, the true educational concept may not be appropriately implemented, resulting in considerable faculty and student stress. We should practice what we preach and consider the “whole” student.

Additional information

Notes on contributors

Michelle McLean

MICHELLE MCLEAN is in Medical Education at the Faculty of Medicine and Health Sciences, United Arab Emirates University. She is interested in student learning and faculty development.

Trevor Gibbs

TREVOR GIBBS is a WHO consultant in Medical Education and Primary Care. He is presently the Chair of Family Medicine and Medical Education at the Ukraine National Medical Academy of Postgraduate Education, Kiev. As a general practitioner and medical educationalist, his interests lie in international curriculum transformation, community-based education and the development of Family Medicine.