• Recognise the need for students to move from simple fact memorisation to higher level learning objectives including searching, analysis and

Fig 17.1 Information overload – a major problem facing medical education.

Fig 17.2 Core learning outcomes should be highlighted.

synthesis of information. A theme running throughout the book is the changing role of the teacher from information provider to someone who opens the door for students and allows them to access and retrieve information for themselves.

• Rather than teach more than students are able to learn and expect them to remember only a small proportion when they enter practice, it is preferable in the teaching to emphasise the core or essential learning required.

• Provide the opportunity for students to study in more depth areas of their choosing as either electives or student-selected components (SSCs).

• It is consistent with outcome-based education and highlights the essential learning requirements for all students.

• It helps to counter the tendency for increasing specialisation in the curriculum.

• It helps to determine the equivalence of training between different programmes and facilitates the mobility of doctors.

• It provides a standard against which students can be assessed.

• Students have the opportunity to cover the breadth of knowledge while at the same time they are able to study in depth selected subjects of their choosing.

• Special study modules may be offered in subjects not normally addressed in the curriculum.

• Experience of a subject during an SSC may help students with regard to their career choice. Completion of a series of SSCs in a subject may count towards postgraduate training in that area, shortening the duration of postgraduate training. While unusual at present, this may be more widely recognised in the future.