Computers and Education. Some of this material can be viewed only in the LMS itself, whilst other students and staff in response to queries and debates have contributed much of the material.

The major reasons were to review lecture presentations, lectures notes, and quizzes. 14: Outcome-based education: Part 4 – Outcome-based learning and the electronic curriculum at Birmingham Medical School. 2005, 36 (4): 615-628.Kollias V, Mamalougos N, Vamvakoussi X, Lakkala M, Vosniadou S: Teachers' attitudes to and beliefs about web-based Collaborative Learning Environments in the context of an international implementation. A calendar month was allowed after the official ending date of the online course. This left a total of 215 valid responses. Journal of Clinical Epidemiology. As discussed earlier, however, this poses logistic problems for students, and much of the material, such as the quiz, is not in a "stand-alone" format. Many modern medical training institutions have adapted Jerome Bruner's [] concept of the "spiral curriculum," and use it in their medical teaching [8-13].Also sometimes referred to as the "spiral of learning" [] the spiral curriculum is based upon "an iterative revisiting of topics, subjects or themes throughout the course. 2003, 25: 372-380.Davies A, Ramsay J, Lindfield H, Couperthwaite J: Building learning communities: foundations for good practice. 2, pp. 1960, Harvard University Press, Cambridge, MassachusettsDavis MH: OSCE: The Dundee experience. A spiral curriculum design is one in which “key concepts are presented repeatedly throughout the curriculum , but with deepening layers of complexity.” 7. 2006, Academic Conferences Limited, Reading, UK, Montreal, Canada, 301-306. Journal of Audiovisual Media in Medicine. 2004, 329: 327-331.Jones R, Higgs R, de Angelis C, Prideaux D: Changing face of medical curricula. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (Masters, K., Gibbs, T. The Spiral Curriculum: implications for online learning. Medical Teacher.

British Medical Journal. The student rankings determined a weighting (1–12) assigned to each option. For example, the Web site of Obstetrics and Gynaecology discusses the spiral curriculum [Probably because allowing students access to previous courses is not standard practice, no literature on the reasons for student usage of previous course material could be found. Just as practising professionals need to refer to other sources, so the students, building up their knowledge, should have the facility to refer quickly and conveniently to previous, relevant material.This paper has argued and demonstrated that there is perhaps a disjuncture between the concept of the spiral curriculum and the standard practice of archiving and replacing previous online courses in an undergraduate medical curriculum.

American Journal of Psychiatry.

The survey was delivered to 2Apart from two courses (C2 and C10), every course shows more last accesses Given that a mean of 70% of the students revisit previous courses, and the total student body is 748, this study also indicates that the target population size for Study 2 is 70% of 748 = 524.223 (42%) of the students participated in the survey. 1992, 305: 1409-1411.Asch , David A, Jedrziewski , Kathryn M, Christakis , Nicholas A: Response rates to mail surveys published in medical journals. In addition, the students were asked to identify the main benefits of having their previous courses available to them.The data from the open-qualitative questions were coded into NUDIST, and then grouped into broad themes.The survey specifically omitted all reference to the spiral curriculum, as it was felt that this might unduly influence the qualitative responses. Medical Education. 2004, 42 (4): 319-332.Oberprieler G, Masters K, Gibbs T: Information technology and information literacy for first year health sciences students in South Africa: matching early and professional needs.