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Medical Teacher Volume 30, 2008 - Issue 9-10
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Student selected components: do students learn what teachers think they teach?

Michael J. Murphy Division of Pathology & NeuroscienceCorrespondence[email protected]
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,
Rohini De A. Seneviratne Centre for Medical EducationView further author information
,
Sean P. Mcaleer Centre for Medical EducationView further author information
,
Olga J. Remers Medical School Office, University of Dundee, UKView further author information
&
Margery H. Davis Centre for Medical EducationView further author information
Pages e175-e179 | Published online: 03 Jul 2009

References

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  • GMC (General Medical Council). Tomorrow's Doctors: Recommendations on Undergraduate Medical Education. General Medical Council, London 2002
  • Harden RM, Crosby J, Davis MH. Outcome-based education. Med Teach 1999; 21: 7–14
  • Leung W. Is there a better alternative to special study modules?. Student BMJ 2002; 10: 4–5
  • Lowry S. Curriculum design. BMJ 1992; 305: 1409–1411
  • Murdoch-Eaton D, Ellershaw J, Garden A, Newble D, Perry M, Robinson L, Smith J, Stark P, Whittle S. Student-selected components in the undergraduate medical curriculum: A multi-institutional consensus on purpose. Med Teach 2004; 26: 33–38
  • Robley W, Whittle S, Murdoch-Eaton D. Mapping generic skills curricula: A recommended methodology. J Furth High Educ 2005a; 29: 221–231
  • Robley W, Whittle S, Murdoch-Eaton D. Mapping generic skills curricula: Outcomes and discussion. J Furth High Educ 2005b; 29: 321–330
  • Stark P, Ellershaw J, Newble D, Perry M, Robinson L, Smith J, Whittle S, Murdoch-Eaton D. Student-selected components in the undergraduate medical curriculum: A multi-institutional consensus on assessable key tasks. Med Teach 2005; 27: 720–725

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