6,908
Views
19
CrossRef citations to date
0
Altmetric
Web Papers

The good student is more than a listener – The 12+1 roles of the medical student

, , , , , , , , , & show all
Pages e1-e8 | Published online: 17 Jan 2012

References

  • Berk RA. Thirteen strategies to measure college teaching. Stylus publishing LLC, Sterling, Virginia, USA 2006; 188–199
  • Brooks JG, Brooks MG. In search of understanding: The case for constructivist classrooms. Association for Supervision and Curriculum Development, Alexandra VA 1993
  • Camus A, “Some people talk in their sleep. Lecturers talk while other people sleep.” as an epigram at: Long A., Lock B. 2008. Lectures and large groups, ASME, Lecturing & Listening, Understanding Medical Education Series, pp 1–28
  • Coles CR, Grant JG. Curriculum evaluation in medical and healthcare education, ASME Medical Research Booklet No.1. Med Educ 1985; 19: 405–422
  • Cumming AD, Ross, MT. 2008. The Tuning Project (Medicine) – learning outcomes/ competences for undergraduate medical education in Europe, Edinburgh: The University of Edinburgh. Available from www.tuning-medicine.com
  • Dolmans DHJM, De Grave W, Wolfhagen IHAP, Van Der Vleuten CPM. Problem-based learning: Future challenges for education practice and research. Med Educ 2005; 39: 732–741
  • GMC 2009, Tomorrow's doctors. London: General Medical Council. [Accessed 30 July 2010] Available from http://www.gmc-uk.org/static/documents/content/TomorrowsDoctors_2009.pdf
  • Harden RM, Crosby J. AMEE Guide No 20: The good teacher is more than a lecturer – the twelve roles of the teacher. Med Teach 2000; 22(4)334–347
  • IVIMEDS 2005. The international virtual medical school, Dundee: Delivering e-learning in medical education. [Accessed 30 July 2010] Available from www.ivimeds.org.
  • Long A, Lock B, 2008. Lectures and large groups, ASME, Lecturing & Listening, Understanding Medical Education Series, pp 5-6
  • Mclean M, Gibbs T. Twelve tips to designing and implementing a learner-centred curriculum: Prevention is better than cure. Med Teach 2010; 32(3)225–230
  • Mckimm J, Swanwick T, 2007. Educational leadership, ASME, Understanding Medical Education Series, pp 2–11
  • Megginson D, Clutterbuck D. Mentoring in action, A practical guide for managers. Kogan Page, London 1995
  • Morton-Cooper A, Palmer A. Mentoring, preceptorship and clinical supervision – a guide to professional roles in clinical practice2nd. Blackwell Science, Oxford 2000
  • Redmond Β. 2006. Reflection in action: Developing reflective practice in health and social services (Ashgate), Farnham, Surrey, UK.
  • Ronan NJ. Mentoring the distance learner. Open Learning 1997; 12(3)62–67
  • Sallis E. Total quality management in education3rd. Kogan Page, London 2002
  • Shanahan M. Learning centred approach for developing the electronic information search processes of students. Med Teach 2009; 31: 994–1000
  • Simpson JG, Furnace J, Crosby J, Cumming AD, Evans PA, Friedman Ben David M, Harden RM, Lloyd D, McKenzie H, McLachlan H, McLachlan JC, McPhate GF, Percy-Robb IW, Macpherson SG. The Scottish doctor–learning outcomes for the medical undergraduate in Scotland: A foundation for competent and reflective practitioners. Medical Teacher 2002; 24(2)136–143
  • Stark DrP, Ellershaw J, Neblew D, Perry M, Robinson L, Smith J, Whittle S, Murdoch-Eaton D. Stude nt-selected components in the undergraduate medical curriculum: A multi-institutional concensus on assessable key tasks. Medical Teacher 2005; 27(8)720–725
  • Tseretopoulou X, Stratou, A., Stavrinou, P., Souretis, G., Dimoliatis, IDK. 2011. Students do not consider all subjects to be equally relevant – a method quantifying relevance; implications for curriculum timetabling, teaching & learning, and student assessment of teachers, Αrch Hellenic Med, 28(2): 227–233 (in English, free full text available http://www.mednet.gr/archives/2011-2/227abs.html)
  • Visser K, Prince KJAH, Scherpbier AJJA, Van Der Vleuten CPM, Maarten Verwinjnen GM. Student participation in educational management and organization. Med Teach 1998; 20(5)451–454
  • Zaat JO, De Leeuw PW, Verheugt FW. Two-thirds of doctors are female, but ever still behind [Article in Dutch]. Ned Tijdschr Geneeskd 2008; 152(40)2153–2154

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.