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Graduate entry medicine: curriculum considerations

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

KEY WORDS
  • curriculum
  • graduate entry medicine
  • learning styles
  • self-directed learning
  • © 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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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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