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A model in which each trainee can have a programme adaptable to their needs: a trainee-centred learning plan. 9,10 A return, in some ways, to the age of the apprenticeship, where the trainee is immersed in learning a trade, which structures teaching by gauging the individual's skill and level. In this way, students can be maximally challenged for their individual stage, targeting their zone of proximal development for both cognitive and practical skills – the ‘regimen of competence’ principle. 8 This model will require assessments to be capability based, not time based – success measured by achievement of competence, a move away from fixed-time training. In this way, we can create effective instructional design for maximum learning engagement and benefit. Understanding this learning curve and ensuring our resources target the high-need points will provide efficiency, productivity and cost-saving measures. Instead, it is a complex journey that is domain specific with multiple variations reflecting the individuality of our learners. We know that the path of moving from novice to expert is far from linear. Just as we strive for patient-centred care, so must we strive for trainee-centred learning learning that is individualised and custom made. It is a challenging, but exciting, time for educational transformation. Matching the needs for trainee-centred learning with the delivery of humanistic, patient-centred care in an era of accelerating technology is the focus of much curricula reform. In this article, we look at the opportunities that exist, the potentials for the future of medical education, and the challenges to overcome as we endeavour to create the best education models for physicians in the 21st century. 2–7 Therefore, we have a responsibility to ensure we harness these strategies with the accelerating digital world to provide curricula and training programmes that are fit for purpose. We now have a sophisticated knowledge of the cognitive science underpinning how humans learn. Medical education is an opportunity to transfer a set of beliefs and values on what it means to be a good physician. While our world is markedly different since Osler's time, what has not changed is the need to train the doctors of tomorrow to be humanistic, competent, patient-centred, resilient beings who will thrive in a challenging environment, striving to advance medicine.
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1 Since the time great minds of medicine were articulating the ground rules for medical training, we have progressed significantly in our clinical and technical knowledge. The ability of our NHS to deliver world-class compassionate care is dependent on the quality of training and education of our staff.
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You must be logged in and have 900 points to unlock it.Ģ017 Step 2 CK Review Course Release Schedule:Īll components of the 2017 Step 2 CK Review Course have been released.
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