ABSTRACT
Introduction Throughout MDV education, new curricula are being developed that favour a learning and teaching strategy concerned with good communication, generic skills training, core competences, student-chosen specialist options and group study skills for lifelong learning. For this to happen, traditional subject courses have to be shortened, particularly in the basic sciences and in those that entail memorizing facts or carrying out procedures that are not core or central to professional education. Some course leaders, suddenly come up against a situation where they are given less time in which to ‘cover’ their syllabus. However, the ability of students to ‘uncover’ information and understanding in the subject for themselves may be far more important in their professional lives (Wilby, 2001).
