{"title":"医学许可评估（MLA）内容图：列表不是教学大纲，教学大纲也不是课程。","authors":"Dr Isobel Walker, Rakesh Patel","doi":"10.1016/j.clinme.2025.100311","DOIUrl":null,"url":null,"abstract":"<p><p>The GMC's Medical Licensing Assessment (MLA) marks a pivotal moment in UK medical education: the 2025 graduating cohort will be the first required to pass this national exam before entering clinical practice. The accompanying MLA 'Content Map' lists 217 clinical presentations and 315 conditions - across 25 Areas of Clinical Practice, that students need to know by the end of the programmes. Whilst some medical educators may simply use this list to confirm whether timetabled teaching covers the material required others may use the list a driver for curriculum change and transformation. In the case of the latter, meaningful opportunity now exists for collaborative re-design of undergraduate programmes, comprising everything from removing terms such as 'pre-clinical' and 'clinical' through to promoting more integrated approaches to delivering medical education and developing clinical reasoning using more authentic, applied workplace-based learning activities.</p>","PeriodicalId":10492,"journal":{"name":"Clinical Medicine","volume":" ","pages":"100311"},"PeriodicalIF":3.6000,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Medical Licensing Assessment (MLA) Content Map: a list is not a syllabus, and a syllabus is not a curriculum.\",\"authors\":\"Dr Isobel Walker, Rakesh Patel\",\"doi\":\"10.1016/j.clinme.2025.100311\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>The GMC's Medical Licensing Assessment (MLA) marks a pivotal moment in UK medical education: the 2025 graduating cohort will be the first required to pass this national exam before entering clinical practice. The accompanying MLA 'Content Map' lists 217 clinical presentations and 315 conditions - across 25 Areas of Clinical Practice, that students need to know by the end of the programmes. Whilst some medical educators may simply use this list to confirm whether timetabled teaching covers the material required others may use the list a driver for curriculum change and transformation. In the case of the latter, meaningful opportunity now exists for collaborative re-design of undergraduate programmes, comprising everything from removing terms such as 'pre-clinical' and 'clinical' through to promoting more integrated approaches to delivering medical education and developing clinical reasoning using more authentic, applied workplace-based learning activities.</p>\",\"PeriodicalId\":10492,\"journal\":{\"name\":\"Clinical Medicine\",\"volume\":\" \",\"pages\":\"100311\"},\"PeriodicalIF\":3.6000,\"publicationDate\":\"2025-04-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Clinical Medicine\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1016/j.clinme.2025.100311\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"MEDICINE, GENERAL & INTERNAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Clinical Medicine","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1016/j.clinme.2025.100311","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"MEDICINE, GENERAL & INTERNAL","Score":null,"Total":0}
The Medical Licensing Assessment (MLA) Content Map: a list is not a syllabus, and a syllabus is not a curriculum.
The GMC's Medical Licensing Assessment (MLA) marks a pivotal moment in UK medical education: the 2025 graduating cohort will be the first required to pass this national exam before entering clinical practice. The accompanying MLA 'Content Map' lists 217 clinical presentations and 315 conditions - across 25 Areas of Clinical Practice, that students need to know by the end of the programmes. Whilst some medical educators may simply use this list to confirm whether timetabled teaching covers the material required others may use the list a driver for curriculum change and transformation. In the case of the latter, meaningful opportunity now exists for collaborative re-design of undergraduate programmes, comprising everything from removing terms such as 'pre-clinical' and 'clinical' through to promoting more integrated approaches to delivering medical education and developing clinical reasoning using more authentic, applied workplace-based learning activities.
期刊介绍：
Clinical Medicine is aimed at practising physicians in the UK and overseas and has relevance to all those managing or working within the healthcare sector.
Available in print and online, the journal seeks to encourage high standards of medical care by promoting good clinical practice through original research, review and comment. The journal also includes a dedicated continuing medical education (CME) section in each issue. This presents the latest advances in a chosen specialty, with self-assessment questions at the end of each topic enabling CPD accreditation to be acquired.
ISSN: 1470-2118 E-ISSN: 1473-4893 Frequency: 6 issues per year
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