Discusses eight steps in the implementation of task-based learning. Presents examples from undergraduate, postgraduate, and continuing education. (MKR)

Provides a review of the sessions at the Association for Medical Education in Europe (AMEE) Linkoping Conference related to Best Evidence Medical Education (BEME) and future actions. (Author/CCM)

Provides a framework based on the three-circle model: what a doctor should be able to do, the approaches to doing it, and the development of the individual as a professional. (Author/CCM)

There is a need to move from opinion-based education to evidence-based education. Describes best evidence medical education (BEME) as implemented by teachers in their practice of methods and approaches to education based on the best evidence available. (Author/CCM)

Explores new doctors' perceptions of their educational development during the first year of postgraduate training. Uses semi-structured open interviews with pre-registration house officers and investigates their views on the importance of their experience to the General Medical Council's competencies. (Author/KHR)

Discusses teacher stress in medicine. Reviews models that address the question of work stress and how individuals respond. (Author/CCM)

Discusses the three roles that study guides have in facilitating learning. Explains that study guides assist in the management of student learning, provide a focus for student activities related to learning, and provide information on the subject or topic of learning. (Author/CCM)

Task-based learning (TBL) is an educationally sound, effective, and efficient strategy for delivering relevant education. In TBL, the tasks of the health care professional provide the context and the focus for learning, but are not the objective of the student's learning. Students gain a basic understanding of the principles of health and disease…

Defines and discusses the advantages of outcome-based education. Suggests some methods for implementation into the medical curriculum. (Author/CCM)

Identifies 12 roles for medical teachers and groups them into six categories: (1) information provider in the lecture; (2) role-model on the job; (3) facilitator as mentor and for learning; (4) student assessor and curriculum evaluator; (5) curriculum and course planner; and (6) resource material creator. (Contains 84 references.) (Author/YDS)

Describes the differences between learning outcomes and instructional objectives under five areas: (1) the detail of the specification, (2) level of specification where the emphasis is placed, (3) the classification adopted and interrelationships, (4) intent or observable result, and (5) outcomes. Includes 35 references. (Author/YDS)

Examines the potential contributions of computers to medical education and, in particular, the use of computer-based study guides. Presents the educational functions of various study guide components and lists advantages and disadvantages of computer-based study guides over print-based guides. (LZ)

Argues that the extent to which the approach to multiprofessional education matches the context for the learning and curriculum goals is an indication of its effectiveness. Recommends that a three-dimensional model be used for planning and implementation of these programs. Contains 18 references. (DDR)

Suggestions for organizing the objective structured clinical examination for medical students and physicians address selection of competencies to be evaluated, number, type, and duration of examination stations, use of examiners, clarity of instructions, test administration, resource requirements, interstation signals, and recordkeeping. (MSE)

Discusses where the future of medical education is leading and uses two approaches: (1) the evolutionary approach focusing on different learning types introduced to curricula; and (2) the revolutionary view of the future of medical education. (Contains 73 references.) (YDS)