Skip Navigation


Rheumatology Advance Access originally published online on March 10, 2004
This Article
Right arrow Full Text Freely available
Right arrow FREE Full Text (PDF) Freely available
Right arrow All Versions of this Article:
43/5/543    most recent
keh145v1
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in ISI Web of Science
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to My Personal Archive
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Disclaimer
Google Scholar
Right arrow Articles by Brown, A. K.
Right arrow Articles by Haq, I.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Brown, A. K.
Right arrow Articles by Haq, I.
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us  
What's this?

Rheumatology 2004; 43: 543-546
Rheumatology Vol. 43 No. 5 (c) British Society for Rheumatology 2004; all rights reserved

Editorial

Educational research fellowships

A. K. Brown, S. Clarke1, D. A. Coady2 and I. Haq3

Academic Department of Musculoskeletal Disease, University of Leeds, Leeds, 1Academic Rheumatology, University of Bristol, Bristol, 2Rheumatology Department, University of Newcastle upon Tyne, Newcastle upon Tyne, 3Academic Centre for Medical Education, University College London, London, UK.

Correspondence to: D. A. Coady. E-mail: d.a.coady@ncl.ac.uk

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

Medical education is an essential component of clinical practice and is a principal aim of the General Medical Council [1]. Today’s doctors must therefore be educators as well as clinicians. They must educate their peers and juniors, medical students, patients and also themselves.

We should prepare medical students for clinical practice by the most efficient, enjoyable, and evidence-based methods devised. Medical students of the 21st century are demanding. Our students rightly expect high-quality targeted teaching. Traditional medical courses relied heavily upon non-clinicians to educate students in the first 2 yr of the medical degree and upon the good nature of practising doctors to provide students with their clinical training. Times have changed. The modern NHS imposes targets and initiatives on its workforce. For the majority of clinicians, there is less time to devote to teaching students than there seemed even a decade ago. This is likely to become . . . [Full Text of this Article]

Current ERF projects

The development of a programme of education and competency assessment for rheumatologists performing musculoskeletal ultrasonography (A. Brown)
The SHEEP project: a novel (patient centred) instrument to help general practitioners (GPs) manage common musculoskeletal presentations (S. Clarke)
Which musculoskeletal clinical skills should medical students learn? (D. Coady)
A needs-based training programme in primary care (I. Haq)

Commonly employed educational research techniques

The challenges of educational research


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us    What's this?