Abstract
The first major intake of medical students who studied the new GCSE occurred in Autumn 1990. These students have experienced a range of student-centred educational approaches to learning, but medical education in the UK remains committed to teacher-centred approaches. This mismatch of expectations is discussed. An innovative course in medical sociology at the University of Sheffield is reported, which illustrates student-centred learning approaches including transferable activity-skills development and self-assessment profiling. An innovative approach to course evaluation is discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 185-192 |
| Number of pages | 8 |
| Journal | Medical Teacher |
| Volume | 13 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 1991 |
| Externally published | Yes |