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Rheumatology Advance Access originally published online on October 29, 2003
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Rheumatology 2004; 43: 263-266
Rheumatology Vol. 43 No. 3 (c) British Society for Rheumatology 2003; all rights reserved

Editorial

Student-selected components in rheumatology—what, why, where and how?

A. Rahman, S. Ahmed1, A. Adebajo2 and L. Kay3

Centre for Rheumatology, Department of Medicine, University College London, Arthur Stanley House, 40–50 Tottenham Street, London W1T 4NJ, 1Jubilee Street Practice, Commercial Road, London E1, 2Barnsley District General Hospital, Barnsley S75 2EP and 3Freeman Hospital, Newcastle upon Tyne NE7 7DN, UK

Correspondence to: A. Rahman. E-mail: anisur.rahman@ucl.ac.uk

The first 150 words of the full text of this article appear below.

The General Medical Council (GMC) report ‘Tomorrow's doctors’, published in 1993 [1] and updated in 2002 [2], specified that undergraduate medical courses should devote a significant proportion of time to courses in which students could choose between different options. These courses would be separate from the core material that should be taught to every student, and would allow each student to engage in deeper study of topics that particularly interested them. The student-selected courses were originally called special study modules (SSMs) but are now known as student-selected components (SSCs). This editorial will explore the reasons why rheumatologists might consider organizing SSCs for medical students, and describes ways in which this can be done successfully.

What are SSCs?

‘Tomorrow's doctors 2002’ is important because the GMC has statutory powers to advise on the content of the medical curriculum and to inspect teaching at medical schools. The report suggests that each . . . [Full Text of this Article]

Why should SSCs in rheumatology be offered?

Where should SSCs in rheumatology take place?

How might SSCs in rheumatology be run?

How should we assess learning outcomes of SSCs in rheumatology?

Conclusion


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