Abstract
The undergraduate medical curriculum is in a labile state, with rapid developments in evidence-based interventions and a shift in emphasis ‘from gaining knowledge to a learning process that includes the ability to evaluate data as well as to develop skills to interact with patients and colleagues’.1 In addition Government-led initiatives to widen participation to medical schools and increasing student numbers2 mean that medical education programmes need to develop alternative learning and teaching resources and strategies to ensure that students from increasingly diverse backgrounds with different learning needs are able to achieve core outcomes. In this editorial we advocate evidence-based curriculum development that also addresses constraints on time and resources: cost-effective curriculum development.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
