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The knowledge and the beliefs on medical education influence the teaching-learning approach used by medical educators and their perception of students' ability to be active learners. This paper highlights the student-centred teaching methods used by the medical educators of the Faculty of Medicine and Defence Health, National Defence University of Malaysia for undergraduate medical student teaching, their medical education approach in teaching and their perception on students' performance. [ABSTRACT FROM AUTHOR]

Aim: This paper presents the results of an exploratory project undertaken to evaluate the change to teaching and learning of surgical specialties in the Postgraduate Diploma in Advanced Nursing (Perioperative) conducted at La Trobe University, Victoria, Australia.Background: The teaching of perioperative nursing practices has traditionally been based on the medical model of surgical specializations, using information transmission as the main teaching approach. It has become clear to perioperative educators that it is possible to look at the basic theoretical principles involved in the teaching of surgical interventions from a different perspective.Method: This project is an exploratory descriptive study that employed a qualitative approach, using a reflective approach to teaching, results of a focus group discussion and subject assessment as data. Research Ethics Committee protocols were followed. A version of nominal group technique was used for the focus group interview.Outcomes: The restructure of this subject shows potential in bringing about a conceptual shift in nurse education in three areas: (1) Organizational principle or curriculum structure: from content focus to theoretical principles; (2) Learning mode: student involvement from passive student to professional decision maker; (3) Teaching strategy: from teacher-focused strategy with intentions to transmit information to a student-focused strategy aimed at students changing their conceptions.Conclusion: This study suggests that perioperative students are able to demonstrate critical thinking and apply principles of surgical technique across a range of specialty areas without having participated in the particular surgery beforehand. [ABSTRACT FROM AUTHOR]

In this issue there are many items that you will find of interest. There are six full papers ranging in topics from assessment/evaluation to problem-based learning. There are also two brief communications as a way of keeping readers informed of innovative approaches. There are three very important interviews—a student, a community member and a medical school dean. In the latter case, Professor Dr Lizo Mazwai is the subject of our “Making a Difference” section and, as you will see, indeed he has. In the “Practical Advice” section Professor Dr L. Braskamp writes about how to evaluate teaching. In it he speaks of the “value” in evaluation, promoting personal growth of the teacher by “Sitting Beside”. There is a very startling piece in the editorial that speaks to the human ability to cope with premature death, certainly a subject of great pertinence to health-related issues. An important point is made—human beings are able to learn to cope, wherever they are in this fragile world. You will also find an obituary of Professor Dr Jacobus Greep who, among many other things, served as dean of the faculty of medicine at Maastricht. There are also, of course, several important feature sections—book reviews; a report on The Network: TUFH's jointly sponsored conference in Atlanta, USA with Community Partnerships for Health; From the Literature and the International Diary.Enjoy and be informed! [ABSTRACT FROM AUTHOR]