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Teaching, reflecting, and learning: The value of an intercalated medical education programme.

07:00 EST 14th January 2020 | BioPortfolio

Summary of "Teaching, reflecting, and learning: The value of an intercalated medical education programme."

Teaching programmes within medicine focus primarily on pathways of a shorter length with little regard to teaching lasting longer than a month. This study is different from other studies as it examines the benefits of a nine month-long medical education degree programme and its impact beyond graduation. This study set out to explore the impact of a medical education intercalated degree programme for its graduates and their careers. A small scale, exploratory qualitative case study was conducted with 10 graduates of an intercalated degree programme. The findings highlight the longer term value of an intercalated degree programme with particular emphasis on academic and personal skills; research and teaching skills; independence and confidence; its impact on future practice and the notion that 'student as teacher' programmes are a valuable asset to medical education as a whole. Participants advocated more teaching opportunities as a core longitudinal teaching component in preparation for the teaching responsibilities in their working lives. The programme enables the development of a range of academic and personal skills, with particular emphasis on research and teaching skills, independence and confidence.

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Name: Medical teacher
ISSN: 1466-187X
Pages: 1-6

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Process in which individuals take the initiative, in diagnosing their learning needs, formulating learning goals, identifying resources for learning, choosing and implementing learning strategies and evaluating learning outcomes (Knowles, 1975)

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