Abstract
Over the last few years, it has been possible to trace ideological shifts in the community of health care educators. A plethora of publications have argued for the rejection of old behaviourist curriculum models. Typically, it is supposed that self-directed learning, critical thinking, action research, reflection on experience (to mention but a few) will, through producing a better practitioner, improve the quality of patient care. In North America, at least, it has been argued that such ideas applied by health care educators have constituted a ‘curriculum revolution’ (Watson, 1988; Tanner, 1990).
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