Twelve tips for developing and sustaining a programme of student selected components

Simon C Riley; William R Ferrell; Trevor J Gibbs; Michael J Murphy; W Cairns; S Smith

doi:10.1080/01421590801965145

Twelve tips for developing and sustaining a programme of student selected components

Simon C Riley, William R Ferrell, Trevor J Gibbs, Michael J Murphy, W Cairns, S Smith

School of Regeneration and Repair

Research output: Contribution to journal › Article › peer-review

Abstract

Student selected components (SSCs) represent a significant component of medical curricula in the UK and a new approach in medical education. Despite the prominence given to SSCs by the General Medical Council in each of its seminal papers regarding undergraduate medical education, there remains a diverse view of the purpose, outcomes, structure and assessment of SSCs. Many Schools have adopted their own perspective of SSCs and created different but often innovative courses.

Original language	English
Pages (from-to)	370-6
Number of pages	7
Journal	Medical Teacher
Volume	30
Issue number	4
DOIs	https://doi.org/10.1080/01421590801965145
Publication status	Published - 2008

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10.1080/01421590801965145

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title = "Twelve tips for developing and sustaining a programme of student selected components",

abstract = "Student selected components (SSCs) represent a significant component of medical curricula in the UK and a new approach in medical education. Despite the prominence given to SSCs by the General Medical Council in each of its seminal papers regarding undergraduate medical education, there remains a diverse view of the purpose, outcomes, structure and assessment of SSCs. Many Schools have adopted their own perspective of SSCs and created different but often innovative courses.",

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AU - Smith, S

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AB - Student selected components (SSCs) represent a significant component of medical curricula in the UK and a new approach in medical education. Despite the prominence given to SSCs by the General Medical Council in each of its seminal papers regarding undergraduate medical education, there remains a diverse view of the purpose, outcomes, structure and assessment of SSCs. Many Schools have adopted their own perspective of SSCs and created different but often innovative courses.

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Twelve tips for developing and sustaining a programme of student selected components

Abstract

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