ArticleBMJ open2019
Do we need a core curriculum for medical students? A scoping review.
Article in BMJ open, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 13 papers, 2 of them syntheses that pooled it.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
13 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- Prevalence of neurophobia among medical students and young doctors: a systematic review and meta-analysis.BMC medical education · 2024Pooled it
- Physical activity, burnout and quality of life in medical students: A systematic review.The clinical teacher · 2022Pooled it
- Assessing the Impact of an Online Surgical Oncology Teaching Series on Learner Confidence on a Global Scale.Journal of cancer education : the official journal of the American Association for Cancer Education · 2026Article
- National Learning Objectives in Dermatology and Venereology for the New Swedish Medical Programme.Acta dermato-venereologica · 2026Article
- Using machine learning to identify key subject categories predicting the pre-clerkship and clerkship performance: 8-year cohort study.Journal of the Chinese Medical Association : JCMA · 2024Article
- Dermatology teaching for undergraduate medical students in clinical routine - a structured four-week curriculum.BMC medical education · 2024Article
- Intellectual disabilities teaching for medical students: a scoping review.BMC medical education · 2023Article
- The need for non-technical skills education in orthopedic surgery.BMC medical education · 2023Article
- Updating the British Geriatrics Society recommended undergraduate curriculum in geriatric medicine: a curriculum mapping and nominal group technique study.Age and ageing · 2023Article
- Student perceptions of handover diaries and reflective learning in an undergraduate MBChB anatomy course.MedEdPublish (2016) · 2023Article
- Do Saudi medical schools consider the core topics in undergraduate medical curricula?BMC medical education · 2022Article
- Article
- Approaching an undergraduate medical curriculum map: challenges and expectations.BMC medical education · 2021Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveThe General Medical Council (GMC) recommends medical schools to develop and implement curricula enabling students to achieve the required learning outcomes. UK medical schools follow the GMC's Outcomes for graduates, which are generic. GMC plans to introduce a national Medical Licensing Assessment (MLA) for the medical graduates wanting to practise medicine in the UK in 2022. With no standardised or unified undergraduate (UG) curriculum in UK, various specialties have expressed concerns about not being represented in medical schools and developed specialty-specific core curricula. The aim of this review was to identify learned bodies who have developed a core curriculum for UK medical schools and highlight the drivers, gaps and future approaches to curricular development and implementation.
methodsA literature search was conducted using online databases (EMBASE, MEDLINE, ERIC, HMIC, PubMed and CDSR), search engines and related websites (Google and Google Scholar, Department of Health, GMC and BMA) for relevant articles from 1996 to 5 March 2019 (~20 years). A methodological framework to map the key concepts of UG medical curriculum was followed. Any relevant body with a core curriculum for UK medical UGs was included.
resultsA total of 1283 articles were analysed with 31 articles included in the qualitative synthesis, comprising 26 specialties (clinical n=18, foundation subjects n=4 and professionalism related n=4). WHO, European and national (eg, Royal Colleges of UK) specialty bodies provided specific core learning outcomes for the medical graduates. Patient safety, disease burden, needs of society and inadequate preparedness of medical graduates were drivers for the development of these curricula.
conclusionsThis is the first comprehensive review of literature on UG core curricula recommending minimum standards on knowledge and skills, in alignment with GMC's Outcomes for graduates for all the UK medical students. Adopting and assessing unified standards would help reduce variability across UK medical schools for both generic and specialty-specific competencies.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.