Jacob, H;
Fertleman, CR;
(2016)
Learning the hard way: 10 lessons for developing undergraduate curricula.
Medical Education
, 50
(12)
pp. 1186-1188.
10.1111/medu.13094.
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Abstract
The present study outlines key learning points derived from 2 years spent developing a national undergraduate curriculum for child health. Findings are sourced from analyses of a series of semi-structured musings by beleaguered educationalists and may serve to reassure others engaged in developing undergraduate curricula that it is possible to survive the process and even to produce something quite good. The authors' best advice is to do it, but don't say we didn't warn you.
| Type: | Article |
|---|---|
| Title: | Learning the hard way: 10 lessons for developing undergraduate curricula. |
| Location: | England |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1111/medu.13094 |
| Publisher version: | http://dx.doi.org/10.1111/medu.13094 |
| Language: | English |
| Additional information: | This is the peer reviewed version of the following article: Jacob, H. and Fertleman, C. R. (2016), Learning the hard way: 10 lessons for developing undergraduate curricula. Med Educ, 50: 1186–1188., which has been published in final form at http://dx.doi.org/10.1111/medu.13094. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Population Health Sciences > UCL GOS Institute of Child Health UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Population Health Sciences > UCL GOS Institute of Child Health > Infection, Immunity and Inflammation Dept |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1530179 |
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