Abstract
The paper reviews the first two cycles of delivering a new Student Selected Component (SSC) for an undergraduate medical course. It uses current medical education theory to discuss parts of the design, delivery, and evaluation of the History of Modern Medicine SSC at Hull York Medical School (HYMS) in the United Kingdom. The content of the paper is supported by actual reflective diary excerpts from the author. This aims to show the value of such reflection in generating possible improvements to an undergraduate course as well as to the teachers professional practice.
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