A novel perspective on medical education.
Participants on a course entitled 'Planning and Evaluating a Course' generated a theoretical framework to simplify consideration of the essential components of clinically skilled behaviour. Five superordinate facets were elucidated and elaborated with reference to specific teaching situations. This paper illustrates the effective use of buzz-groups to encourage active participation of individual group members. The exercise revealed some serious shortcomings in the current teaching of clinical skills.
Clinical Competence↗