Learner-centred teaching: Part 1 – modifying the current approach

by Dr V R Badrakalimuthu and Dr Hugo de Waal


Last reviewed: December 2015


According to the Royal College of Psychiatrists and adult education theory, postgraduate medical education should focus on three domains:


  • the doctor in training


  • regular clinical supervision



The College also recommends that training in psychiatry should involve 'an active method of continuing professional development and learning through the use of reflective practices’.


One of the intended learning outcomes for psychiatry trainees is to ‘develop and utilise the ability to teach, assess and appraise’ (Royal College of Psychiatrists, 2009), and much of our work with patients and carers has an educational element.


Thus, it becomes imperative that teaching in psychiatry should look at methods to improve the scope for self-directed learning and motivate trainees/students to engage in lifelong study.


This module is a guide to modifying current methods of both teaching and learning to suit learner-centred approaches.


Start the module


Please note: This module was last reviewed in 2015. Please be aware when completing the module that some of the guidance may have changed.

If you are interested in updating this material, please contact us.

If you like this module, you may also be interested in:


Learner-centred teaching: Part 2 by Dr V R Badrakalimuthu and Dr Hugo de Waal


Giving feedback to trainees by Dr Clare Oakley and Prof Femi Oyebode


Quickbite: Personal development plans: how to make them work by Dr Anne Worrall-Davies



Download take-home notes to print and annotateDownload take-home notes to print and annotate

In the second module in this series, Learner-centred teaching: Part 2, we will discuss an alternative teaching-learning process: problem-based learning.



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