Progressive Independence in Learning as an Undergraduate Curricular Objective

Abstract

This paper examines the problems of fostering appropriate attitudes towards continuing education in undergraduates. It outlines the obligation for educators in the professions to promote actively progressive independence of student learning. It describes how this has been attempted as part of the undergraduate medical curriculum at the University of Newcastle, Australia.

Strategies and problems of implementation in the students’ learning, assessment and evaluation programmes are presented. The paper concludes with a partial answer to the focal question, ‘Can progressive independence of learning be planned as an undergraduate objective, or is it simply an option for some students?’