Mapping generic skills curricula: Outcomes and discussion

Journal of Further and Higher Education

Volumn 29, Issue 4, 2005, Pages 321-330

  Robley, Will ^a   Whittle, Sue ^a   Murdoch Eaton, Deborah ^a  

^a UNIVERSITY OF LEEDS   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 54049105605     PISSN: 0309877X     EISSN: 14699486     Source Type: Journal    
DOI: 10.1080/03098770500353342     Document Type: Article

References (10)

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7. Murdoch‐Eaton, D., Ellershaw, J., Garden, A., Newble, D., Perry, M., Robinson, L., Smith, J., Stark, P., and Whittle, S., 2004. Student‐selected components in the undergraduate medical curriculum: a multi‐institutional consensus on purpose,. Medical Teacher, 26: 33–38.
8. QAA (2002) Subject benchmark statements 2002; medicine, Available online at: http://www.qaa.ac.uk/cmtwork/benchmark/phase2/medicine.pdf (accessed 20 March 2005).
9. Robley, W., Whittle, S., and Murdoch‐Eaton, D., 2005. Mapping generic skills curricula: a recommended methodology,. Journal of Further and Higher Education, 29: 221–231.
10. Schofield, A., 2000. The growth of benchmarking in higher education,. Lifelong Learning in Europe, 5(2): 100–105.