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Tomorrow's doctorsRecommendations on undergraduate medical education February 2003 Main recommendationsAttitudes and behaviour that are suitable for a doctor must be developed. Students must develop qualities that are appropriate to their future responsibilities to patients, colleagues and society in general. The core curriculum must set out the essential knowledge, skills and attitudes students must have by the time they graduate. The core curriculum must be supported by a series of student-selected components that allow students to study, in depth, areas of particular interest to them. The core curriculum must be the responsibility of clinicians, basic scientists and medical educationalists working together to integrate their contributions and achieve a common purpose. Factual information must be kept to the essential minimum that students need at this stage of medical education. Learning opportunities must help students explore knowledge, and evaluate and integrate (bring together) evidence critically. The curriculum must motivate students and help them develop the skills for self-directed learning. The essential skills that graduates need must be gained under supervision. Medical schools must assess students' competence in these skills. The curriculum must stress the importance of communication skills and the other essential skills of medical practice. The health and safety of the public must be an important part of the curriculum. Clinical education must reflect the changing patterns of healthcare and provide experience in a variety of clinical settings. Teaching and learning systems must take account of modern educational theory and research, and make use of modern technologies where evidence shows that these are effective. Schemes of assessment must take account of best practice, support the curriculum, make sure that the intended curricular outcomes are assessed and reward performance appropriately. When designing a curriculum, putting it into practice and continually reviewing it, medical schools must set up effective supervisory structures which use an appropriate range of expertise and knowledge. Selection, teaching and assessment must be free from unfair discrimination. Source: GMC Tomorrow's doctors |
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