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Titolo:
The core content of the undergraduate curriculum in Manchester
Autore:
ONeill, PA; Metcalfe, D; David, TJ;
Indirizzi:
UnivM13nchester, Fac Med, Curriculum Dev Off, Dept Geriatr Med, ManchesterUniv Manchester Manchester Lancs England M13 9PT Geriatr Med, Manchester Univ Manchester, Dept Gen Practice, Manchester M13 9PT, Lancs, England Univ Manchester Manchester Lancs England M13 9PT M13 9PT, Lancs, England Univandnchester, Dept Paediat & Child Hlth, Manchester M13 9PT, Lancs, Engl Univ Manchester Manchester Lancs England M13 9PT ter M13 9PT, Lancs, Engl
Titolo Testata:
MEDICAL EDUCATION
fascicolo: 2, volume: 33, anno: 1999,
pagine: 121 - 129
SICI:
0308-0110(199902)33:2<121:TCCOTU>2.0.ZU;2-1
Fonte:
ISI
Lingua:
ENG
Soggetto:
MEDICINE;
Keywords:
competency-based education; curriculum; education, medical, undergraduate, methods; England;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Clinical Medicine
Citazioni:
18
Recensione:
Indirizzi per estratti:
Indirizzo: O'Neill, PA UnivM13nchester, Fac Med, Curriculum Dev Off, Dept Geriatr Med, Manchester Univ Manchester Manchester Lancs England M13 9PT , Manchester
Citazione:
P.A. O'Neill et al., "The core content of the undergraduate curriculum in Manchester", MED EDUC, 33(2), 1999, pp. 121-129

Abstract

Aim To identify the core content for the new undergraduate medical curriculum in Manchester. Method The initial step was to produce a list of 'index clinical situations' (ICSs), for which a newly graduated doctor must have a required level ofcompetence. Using repeated consultation with consultants and general practitioners involved in medical education in the North-West of England, a listof 215 ICSs was agreed. Specialists and generalists were then asked to identify the components of the knowledge base and the performance (skills) base for each ICS. The knowledge base was divided into technical (biomedical facts/concepts) and contextual (effect/management of disease within the individual, family and society) domains. The performance base was divided into intellectual (problem solving and decision making) and interpersonal (history, examination, communication and procedural skills) domains. Results Forty specialities were consulted and 11021 items (defined as a piece of knowledge, a concept or a skill) were identified. There was considerable overlap in the items listed, such that when the returns for each ICS were amalgamated, the 215 ICSs contained 6434 items with a mean of 34 +/- 14.2 per situation (range 6-85). Utilisation We have used the defined ICSs in the design of the trigger material used in the weekly problem-based learning sessions. Over 4 years almost all (207/215, 96%) of the ICS are covered, with many being revisited at several points in the curriculum.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 11/07/20 alle ore 20:19:52