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by Professor Nisha Dogra and
Dr Khalid Karim
Last reviewed: October 2016
Over the past two decades there have been some
major changes in both undergraduate and postgraduate medical
education. In both spheres, attempts have been made to clarify the
purpose of training and develop specific outcomes that can be
measured and assessed at exit points.
However, much of the training that students
and trainee doctors receive is delivered by practising clinicians
who may have no formal educational role, and the quality
assurance mechanisms in place to check the clinical training
delivered are sparse.
This module is designed to support clinical
teachers to develop more interactive and engaging teaching styles.
Although we focus on the teaching of medical students, many of
the points and principles will apply to any form of clinical
We hope that the module will enable you
to be more creative in how you teach medical students, and
that you will go on to find clinical teaching more rewarding. You
may find it useful to work through the module with your peer
group, as this will enable you to share ideas and benefit from
each other’s experiences.
If you like this module, you may also be
Diversity training for psychiatrists by
Professor Nisha Dogra
Involving patients and carers in training by Dr
Alka S. Ahuja
Learner-centred teaching: Part 1 and
Part 2 by Dr
V.R. Badrakalimuthu and Dr Hugo de Waal
Related Advances articles
Download take-home notes to print and