New undergraduate curricula in the UK and Australia

Best Practice and Research: Clinical Obstetrics and Gynaecology

Volumn 24, Issue 6, 2010, Pages 795-806

  Lumsden, M A ^a   Symonds, I M ^b,c  

^a UNIVERSITY OF GLASGOW   (United Kingdom)

^b UNIVERSITY OF NEWCASTLE   (Australia)

^c JOHN HUNTER HOSPITAL   (Australia)

Author keywords

core competencies; national curriculum; remote and rural; undergraduate education

Indexed keywords

AUSTRALIA; CLINICAL PRACTICE; CULTURAL FACTOR; CURRICULUM; ETHNICITY; GEOGRAPHY; GYNECOLOGY; INTERPERSONAL COMMUNICATION; MEDICAL EDUCATION; MEDICAL SCHOOL; MEDICAL STUDENT; OBSTETRICS; PELVIS; PRIMARY MEDICAL CARE; PRIORITY JOURNAL; PUBLIC RELATIONS; REVIEW; STUDENT ATTITUDE; UNITED KINGDOM; UTERUS; VAGINA;

EID: 77957751983     PISSN: 15216934     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.bpobgyn.2010.05.002     Document Type: Article

References (19)

1. National Undergraduate Curriculum of the RCOG http://www.rcog.org.uk/ education-and-exams/curriculum/undergraduate 2008
2. N. Oswald Evaluation of the Riverland PRCC 2002 http://furcs.flinders. edu.au/education/med-stud/y3/prcc-articles/ PRCC%20evaluation%20Nigel%20Oswald%20exec%20summ.pdf
3. D. Sissakos, C. Timmons, and F. Hogg Evaluation of a strategy to improve undergraduate experience in obstetrics and gynaecology Med Educ 43 2009 669 673
4. S. Thangaratnam, S.R. Yanamandra, and S. Deb Specialist training in obstetrics and gynaecology: a survey on work-life balance and stress among trainees in the UK J Obstet Gynaecol 26 2006 302 304
5. J. Higham How can we make our medical students enthusiastic about a future in obstetrics and gynaecology? Br J Obstet Gynaecol 113 2006 499 501
6. J. Tay, T. Siddiq, and W. Atioma Future recruitment into obstetrics and gynaecology: factors affecting early career choice J Obstet Gynaecol 29 2009 369 372
7. M.J. Goldacre, J.M. Davidson, and T.W. Lambert Country of training and ethnic origin of UK doctors: database and survey studies Brit Med J 329 2004 597
8. General Medical Council Tomorrow's doctors http://www.gmc-uk.org/static/ documents/content/TomorrowsDoctors-2009.pdf
9. I.C. McManus Medical school differences; beneficial diversity or harmful deviations? Qual Saf Health Care 12 2003 324 325
10. R. Peterson, and J. Quinllivan The Notre Dame Mentoring model: teaching obstetrics and gynaecology in a new medical school O&G Magazine 10 2008 39
11. C. de Costa Should medical students deliver babies? O&G 1 2008 10
12. D. Grasby, and J.A. Quinlivan Attitudes of patients towards the involvement of medical students in their intrapartum obstetrics care ANZJ Obstet Gynaecol 41 2001 91 96
13. J. Higham, and P.J. Steer Gender gap in undergraduate experience and performance in obstetrics and gynaecology: analysis of clinical experience logs Brit Med J 328 2004 142 143
14. A. Akkad, S. Bonas, and P. Stark Gender differences in final year medical student's experience of teaching of intimate examinations: a questionnaire study Br J Obstet Gynaecol 115 2008 625 631
15. V. Jha, Z. Setna, and A. Al-Hity Patient involvement in teaching and assessing intimate examination skills: a systematic review Med Educ 44 2010 347 357
16. V. O'Connor Teaching and learning with simulated patients Obstet Gynecol 10 2008 41 42
17. J. Brynhildsen, L.O. Dahle, and M. Fallsberg Attitudes among students and staff on vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum Med Teach 24 2002 286 288 (Pubitemid 34662146)
18. M. Wijnen-Meijer, O.T. Cate, and M. van der Schaaf Vertical integration in medical school: effect on the transition to postgraduate training Med Educ 44 2010 272 279
19. M. Finn, L. Bowyer, S. Carr, V. O'Connor, B. Vollenhoven, Women's health: a core curriculum 2005 Elsevier Mosby Sydney