By Dent, John A.; Harden, Ronald M.
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Additional info for A practical guide for medical teachers
Designing the evaluation strategy is an important part of overall curriculum planning. The evaluation should cover outcome as well as process, although evaluation of the latter is easier to achieve. The process evaluation should encompass the views of the students, the teachers and the administrative staff and should take place in such a way that rapid intervention and correction of faults can take place. Outcome evaluation is by necessity a much slower undertaking. There is likely to be a close relationship between the assessment process and the evaluation of outcomes.
Examples may be coping with uncertainty and health promotion. Community-based clerkships are now more closely integrated into the curriculum as a planned learning experience. ” Bullimore 1998 Electives and student selected components (SSCs) are now firmly established as a valued component of the curriculum in many medical schools. They have moved from being a fringe event to an important educational activity that contributes to the expected exit learning outcomes. It is no longer possible for students to study in depth all topics in a curriculum.
While the majority takes place in community health settings, some is based in hospitals. A few involve nonclinical settings such as schools, voluntary organizations or community groups. The setting depends on the specific learning outcomes that are intended from the experience. There is no evidence from the literature that any one approach is best. Any form of integration within the curriculum raises challenges as to who owns the curriculum. CHAPTER 3: The undergraduate curriculum and clinical teaching in the early years Traditionally, each discipline or department was responsible for the selection of material and the delivery of teaching within its own domain.