Twelve tips to designing and implementing a learner-centred curriculum: Prevention is better than cure

Michelle McLean*, Trevor Gibbs

*Corresponding author for this work

Research output: Contribution to journalArticleResearchpeer-review

22 Citations (Scopus)

Abstract

Background: Change in medical education has brought with it new perspectives on content, process, assessment and evaluation. With this change has emerged a new discourse. New words and phrases, used by many but not always fully understood, have infiltrated every aspect of our academic lives. One such term which we believe is used relatively freely but which is not well understood or implemented is "learnerÂ-centred" or "student- centred" education. Aim: These twelve tips, drawn from experience, attempt to clarify the implications of learner-centred education and provide a structure upon which to ensure that all stakeholders have the same understanding of the implications of what being learn-centredness involves. Conclusions: Without a common understanding of learner-centreness, the true educational concept may not be appropriately implemented, resulting in considerable faculty and student stress. We should practice what we preach and consider the "whole" student.

Original languageEnglish
Pages (from-to)225-230
Number of pages6
JournalMedical Teacher
Volume32
Issue number3
DOIs
Publication statusPublished - 2010

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