Adding Value? Values as demonstrated in the ‘curriculum as experienced’
The ambitious aims of curriculum designers can end up as flotsam and jetsam after the voyage through validation, teaching teams and different cohorts of students before finally meeting their end on the rocks of assessment. This interactive session will problematise the assumptions about curriculum design, assessment and feedback in clinical education in relation to the problem of clarity about core concepts in law and to a philosophical framework of quality. Participants will choose an item of fundamental value in their own clinical teaching and consider how its liminality, troublesomeness and transformation contribute to the wider curriculum.