Clinical relevance in the teaching of biomedical sciences within health care courses presupposes that there is internationally agreed core material within the curricula. However, with the exception of a syllabus for neuroanatomy and gross anatomy of the head and neck for medical students, core syllabuses within many of the specialized anatomical sciences have yet to be developed. The Internatio...

As we tentatively proceed into this brave new teaching world of the 21 st century, much debate is centering on the effective teaching of English to young learners. Key to this discussion has been the role of the young learner syllabus. While this article makes reference to the teaching of English to young learners in an ESL context based on documentation developed within the European Union, the...

A modified Delphi method was employed to seek consensus when revising the UK and Ireland's core syllabus for regional anatomy in undergraduate medicine. A Delphi panel was constructed involving 'expert' (individuals with at least 5 years' experience in teaching medical students anatomy at the level required for graduation). The panel (n = 39) was selected and nominated by members of Council and...

First published in 2006, the first European core syllabus in Adult Respiratory Medicine was developed with the intention of harmonising education and training throughout Europe. Internationally recognised by the European Union of Medical Specialists and identified as the first document of its kind in respiratory medicine, it has provided a comprehensive guide for both local and national institu...

The following Guidelines for specialist training in Anaesthesiology are intended to help in the process of harmonizing specialist education in Europe. Thus, they re ̄ect common minimum criteria for training, and these Guidelines should be reviewed regularly. It is recognized that individual EU member countries are responsible for specialist training. However, within the EU mutual recognition of ...

The Great American Cookie Experiment was developed by Thiel (1987) as an experiential strategy for teaching basic research concepts to undergraduate students. This original strategy has been adapted for online learning by substituting music for cookies (Sternberger, 2002) and revised for use with graduate students, RN to baccalaureate nursing, and practicing nurses. Current undergraduate nursin...

At #ERSCongress 2017, @ERStalk introduces an updated international syllabus for postgraduate training http://ow.ly/jEvG30erKKx.