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By Dent, John A.; Harden, Ronald M.

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Consensus planning allows the wider community of teachers to be involved. A multidisciplinary group agrees on the content of the curriculum through a process of discussion and compromise. The level at which the content is pitched is more likely to be realistic as the specialists’ views are immediately tested against those of their colleagues. The wider community of potential teachers should comment on the results of these discussions. The process of discussion and review should continue until a broad consensus is reached.

In 2003, The Department of Health began the Modernising Medical Careers movement and established Foundation Year 1 and Foundation Year 2 grades of doctor, and specialty registrars. A new UK-wide appointments process, the Medical Training Application Scheme (MTAS), was set up to go with it, and thus began one of the most disastrous episodes in UK medical education. The whole system did not work, and it left in its wake many thousands of disillusioned young doctors. In 2007, following the MTAS debacle, Professor John Tooke was invited to report on the state of postgraduate medical education and make appropriate recommendations.

The plans for evaluation should be made while the curriculum is being planned. Summary Planning is essential for the development of any successful curriculum. The first stage is to define the aims and objectives of the programme. The core content is then specified in terms of learning outcomes. Once the content is defined, the modes of delivery have to be decided. A mixture of methods is likely to be better than adherence on principle to a single approach. Assessment is a major component of the curriculum, and the approach to assessment should be developed in parallel with the other aspects of the curriculum.

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