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Integrating professionalism teaching into undergraduate medical education in the UK setting



Integrating professionalism teaching into undergraduate medical education in the UK setting



Medical Teacher 30(5): 513-527



This paper examines how professionalism teaching might be integrated into undergraduate medical education in the United Kingdom setting. It advocates adopting an outcome-based approach to curriculum planning, using the Scottish Deans' Medical Curriculum Group's (SDMCG) outcomes as a starting point. In discussing the curricular content, potential learning methods and strategies, theoretical considerations are explored. Student selection, assessment and strategies for optimising the educational environment are also considered.

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Accession: 053894393

Download citation: RISBibTeXText

PMID: 18576191

DOI: 10.1080/01421590801995225


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