By Dent, John A.; Harden, Ronald M.
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Additional resources for A practical guide for medical teachers
Sample text
Students qualifying from a medical school in the UK are required by law to start work in a closely supervised environment as Foundation Year 1 doctors. It is reasonable to define some of their learning outcomes as the ability to perform the task under close supervision. However, some tasks (such as emergency resuscitation) require the doctor to act independently, as he or she may be the first on the scene. The learning outcomes for resuscitation should specify that the student will perform competently without direct supervision.
A BEME Systematic Review, Medical Teacher 28:3–18, 2006. Dyrbye LN, Harris I, Rohren CH: Early clinical experiences from students’ perspectives: a qualitative study of narratives, Academic Medicine 82:979–988, 2007. Ericsson KA: Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains, Academic Medicine 79:S70– S81, 2004. General Medical Council: Tomorrow’s doctors, ed 3, London, 2009, General Medical Council. Harden RM, Davis MH, Crosby JR: The new Dundee medical curriculum: a whole that is greater than the sum of its parts, Medical Education 31:264–271, 1997.
Clinical placements, known as residencies in the United States and as specialty registrar posts in the UK, and other postgraduate training programmes provide trainees with a comprehensive exposure to all areas of clinical practice. Trainees also actively participate in the teaching of medical students and junior colleagues. This contributes significantly to the enhancement of their clinical maturity. Clinical training lasts for 6–8 years with rotations to a different discipline every 4–6 months.