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Aim: To explore the contribution patients can make to medical education from both theoretical and empirical perspectives, to describe a framework for reviewing and monitoring patient involvement in specific educational situations and to generate suggestions for further research. Methods: Literature review. Results: Direct contact with patients can be seen to play a crucial role in the development of clinical reasoning, communication skills, professional attitudes and empathy. It also motivates through promoting relevance and providing context. Few studies have explored this area, including effects on the patients themselves, although there are examples of good practice in promoting more active participation. Conclusion: The Cambridge framework is a tool for evaluating the involvement of patients in the educational process, which could be used by curriculum planners and teachers to review and monitor the extent to which patients are actively involved. Areas for further research include looking at the 'added value' of using real, as opposed to simulated, patients; more work on outcomes for patients (other than satisfaction); the role of real patients in assessment; and the strengths and weaknesses of different models of patient involvement. [ABSTRACT FROM AUTHOR]

The article discusses the development of a consensus statement that was based on a patient-centered clinical approach. It states that the statement is a core requirement for the effective and safe practice of medicine and covers a wide range of clinical tasks and skills. It concludes that the important factor in successful collaborative working is a shared commitment to improving the teaching of medical students.

Discusses key issues relevant to medical education. Relationship between intimidation and humiliation; Survey of medical students completing an internal medicine clerkship in West Virginia; Delivery of quality surgical training in a conducive and supportive learning environment.

The article presents the author's views on student health and help-seeking behavior. The author feels that practical measures such as developing systems to detect student self-investigation and treatment in teaching hospitals and encouraging general practitioners with medical student populations to explore such behavior when registering or when detected may help them. Emerging curricular strands on personal and professional development and professionalism provide an ideal opportunity to address issues of self care.

Editorial. Focuses on effects of medical education on attitudes of medical students toward homeless people. Emphasis on the inclusion of learning about homeless people in the curriculum of medical education; Information on a study conducted by the General Medical Council on attitudes of medical students toward homeless people in Great Britain.; Need to involve communities in medical education.

Presents an article on teaching medical students. Medical developments that influence the way medicine is practiced; Trends in medical education; Themes that underpin the trends in medical education.

Introduction This paper reviews the literature on self-evaluation and discusses the findings of a small-scale qualitative study which explored the terms ‘confidence’ and ‘competence’ as useful measures in a self-evaluation scale. Four pre-registration house officers took part in interviews and completed a provisional instrument to assess their perceived competence. Findings Competence and confidence are useful terms for house officers expressing beliefs about their ability to perform their job but the terms should not be used synonymously. In our study, ‘competent’ represented what individuals knew about their ability and was based on the individual’s previous experience of the task. ‘Confident’ described a judgement which influenced whether an individual was willing or not to undertake an activity. Confidence was not necessarily based on known levels of competence and therefore performance of tasks which were unfamiliar to the house officer also involved the assessment of risk. The authors give examples of task and skill scales which may be useful in the process of self-evaluation by pre-registration house officers. Conclusions The authors suggest that the process of assessing oneself is complicated, and by its very nature can never be objective or free from the beliefs and values individuals hold about themselves. Therefore self-evaluation instruments are best used to help individuals analyse their work practices and to promote reflection on performance. They should not be used to judge the ‘accuracy’ of the individual’s evaluation. [ABSTRACT FROM AUTHOR]

Editorial. Comments on the state of assessment of clinical students in Great Britain. Investigation of undergraduate system; Issue of competence versus performance; Assessment of problem-solving ability.