Cross-referencing the Scottish Doctor and Tomorrow's Doctors learning outcome frameworks.

Learning outcomes, organised into systems or frameworks which describe and define the output of an educational programme, are being created and used in healthcare education with increasing frequency (Harden 2001, 2002). Medical schools may be required to conform to more than one such outcome framework. For example, both the UK General Medical Council (GMC) and the Scottish Deans' Medical Curriculum Group (SDMCG) have created and published a systematic learning outcome framework for medical graduates.

Design, implementation and evaluation of a medical education programme using the ambulatory diagnostic and treatment centre.

Background: In the UK a central government initiative is seeking to transfer aspects of specialist NHS care to community settings using ambulatory diagnostic and treatment centres (ADTCs).

Aims: Following the redevelopment of a district general hospital as an ADTC, we were interested in the feasibility of using this new facility to deliver a structured programme for undergraduate medical students.

Method: Twenty self-selected fifth year medical students at the University of Dundee, together with teaching and administration staff in the ADTC, took part in the study during the academic year 2005-2006.

Comparison of opinions and profiles of late or non-responding medical students with initial responders to a course evaluation questionnaire.

This study examined whether students requiring prompting to evaluate an educational module differed from initial responders in their rating of the experience and their profile (academic ability, age and gender). At the end of a 4th year induction Module, medical students completed an evaluation questionnaire. Those who did not respond were followed-up.