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In the past decade, the teaching of surgery in the undergraduate curriculum has undergone considerable changes in quantity, mode and method of delivery. This is a result of the radical reforms of higher education, the health service and the undergraduate medical curriculum. These reforms are often interrelated and are occurring in conjunction with major changes in healthcare delivery. In this article we discuss this reorganisation, the rationale behind it and the impact on surgical teaching.

Original publication

DOI

10.1016/S1743-9191(06)60042-3

Type

Journal article

Journal

International Journal of Surgery

Publication Date

01/01/2004

Volume

2

Pages

74 - 76