Graduate entry medicine: curriculum considerations
Yvonne H Carter and Ed Peile
DOI: https://doi.org/10.7861/clinmedicine.7-3-253
Clin Med June 2007 Yvonne H Carter
Warwick Medical School
Roles: Dean
Ed Peile
Warwick Medical School
Roles: Head of Institute of Clinical Education and Associate Dean (Teaching)

Abstract
Graduates entering medicine need to achieve the same learning outcomes as school leaver medical students in less time. Time is not the only consideration, and rather than just compress five-year courses into a four-year time-frame, curriculum planners have often taken the opportunity to introduce innovations for small cohorts as schools begin these new programmes. This article considers how the particular needs of graduate entrants can be met by UK medical curricula and reviews accumulating evidence around the design considerations, especially that of problem-based learning. Graduate entry courses have been at the forefront of curriculum planning for new professionalism in doctors.
- © 2007 Royal College of Physicians
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Graduate entry medicine
Yvonne H Carter, Ed Peile
Clinical Medicine Jun 2007, 7 (3) 253-256; DOI: 10.7861/clinmedicine.7-3-253
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