Outcome led structured programmes

Although we would never allow a patient to be treated by an
untrained doctor or nurse, we often tolerate professional training
delivered by untrained teachers. Traditionally students were expected to absorb most of their medical education by attending
timetabled lectures and ward-rounds, moving rapidly from one
subject to the next in a crowded curriculum. Our junior doctors
learnt by watching their seniors in between endless menial tasks.
In recent years the importance of active, self directed learning in
higher education has been recognised.  for trainees are being developed in the face of reduced
working hours for both the learners and teachers. These all present
new challenges for teachers in medicine of all levels of seniority.
Throughout the world there is great interest in developing a set of
qualifications for medical teachers, both at the elementary
“teaching the teacher” level and as part of progressive modular
programmes leading to formal certification. In addition to acquiring
new qualifications and standards, teachers also need access to
literature resources that describe essential components in medical
education and supply tips and ideas for teaching.
This ABC began as an expressed wish of the BMJ to publish an
introductory and accessible text on medical education. It grew
into a book covering the more generic topics of learning and teaching
in medicine with the aim of illustrating how educational
theory and research underpins the practicalities of teaching and
learning. The editors invited an international group of authors on
the basis of their acknowledged expertise in the particular topics assigned to them. Each chapter was edited and illustrated to ensure
maximum accessibility for readers and subsequently peer reviewed by two educational experts. Their suggestions have been
incorporated into the finished book.
The ABC of Learning and Teaching in Medicine would not have been possible without the tireless support of BMJ editorial staff,
Julia Thompson, Eleanor Lines, Sally Carter, and Naomi Wilkinson. We would also like to thank Professor Paul O’ Neill and Dr Ed

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Peile for their excellent and timely peer reviews for each of the chapters. Finally we would very much welcome comments and
suggestions about this ABC from its most important reviewers, you the readers.