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| Content Provider | World Health Organization (WHO)-Global Index Medicus |
|---|---|
| Author | Harden, Ronald M. |
| Description | Country affiliation: United kingdom Author Affiliation: Harden RM ( International Virtual Medical School (IVIMEDS), Dundee, UK.) |
| Abstract | In the move to outcome-based education (OBE) much of the attention has focussed on the exit learning outcomes-the outcomes expected of a student at the end of a course of studies. It is important also to plan for and monitor students progression to the exit outcomes. A model is described for considering this progression through the phases of undergraduate education. Four dimensions are included-increasing breadth, increasing depth, increasing utility and increasing proficiency. The model can also be used to develop a blueprint for a more seamless link between undergraduate education, postgraduate training and continuing professional development. The progression model recognises the complexities of medical practice and medical education. It supports the move to student-centred and adaptive approaches to learning in an OBE environment. |
| File Format | HTM / HTML |
| ISSN | 0142159X |
| Issue Number | 7 |
| Volume Number | 29 |
| e-ISSN | 1466187X |
| Journal | Medical Teacher |
| Language | English |
| Publisher | Taylor & Francis |
| Publisher Date | 2007-09-01 |
| Publisher Place | Great Britain (UK) |
| Access Restriction | One Nation One Subscription (ONOS) |
| Subject Keyword | Clinical Competence Humans Psychology Organizational Innovation Students, Medical Discipline Medical Education Standards Journal Article Competency-based Education Learning Organization & Administration Problem-based Learning Decision Making, Organizational Education, Medical, Undergraduate Models, Educational Educational Measurement Curriculum Program Evaluation Schools, Medical Methods |
| Content Type | Text |
| Resource Type | Article |
| Subject | Education Medicine |
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