Contemporary neuroscience core curriculum for medical schools by Gelb, DJ, Kraakevik, J, Safdieh, JE, Agarwal, S, Odia, Y, Govindarajan, R, Quick, A, Soni, M, Bickel, J, Gamaldo, C, Hannon, P, Hatch, HAM, Hernandez, C, Merlin, LR, Noble, JM, Reyes-Iglesias, Y, Marie E Salas, R, Sandness, DJ, Treat, L, Benameur, K, Brown, RD, DeLuca, GC, Garg, N, Goldstein, LB, Gutmann, L, Henchcliffe, C, Hessler, A, Jordan, JT, Kilgore, SM, Khan, J, Levin, KH, Mohile, NA, Nevel, KS, Roberts, K, Said, RR, Simpson, EP, Sirven, JI, Smith, AG, Southerland, AM, Wilson, RB

How much of the paediatric core curriculum do medical students remember? by Sullivan, P, Gregg, N, Adams, E, Rodgers, C, Hull, J

“…The primary aim of this study was to investigate how much of the paediatric core curriculum undergraduates remembered a year after originally passing their paediatrics examination. …”

Preoperative assessment clinic: a missed learning opportunity? by Bagenal, J, Barber, Z, Sahnan, K, Handa, A

“…Of the remaining patients, 89 (92%) had presenting complaints listed on the core curriculum for Oxford University. Seventy-six (79%) patients had objective clinical signs on examination. …”

Curriculum for endoscopic submucosal dissection training in Europe: European Society of Gastrointestinal Endoscopy (ESGE) Position Statement by Pimentel-Nunes, P, Pioche, M, Albéniz, E, Berr, F, Deprez, P, Ebigbo, A, Dewint, P, Haji, A, Panarese, A, Weusten, B, Dekker, E, East, J, Sanders, D, Johnson, G, Arvanitakis, M, Ponchon, T, Dinis-Ribeiro, M, Bisschops, R

“…In this context, the European Society of Gastrointestinal Endoscopy (ESGE) have developed a European core curriculum for ESD practice across Europe with the aim of high quality ESD training.Advanced endoscopy diagnostic practice is advised before initiating ESD training. …”

Critical thinking in the Norwegian science curriculum by Scheie, E, Haug, B, Erduran, S

“…In this study, we examined how different aspects of critical thinking are expressed in the Norwegian core curricu­lum and science curriculum. In addition to the abilities, dispositions and knowledge aspect of CT, we included ethical, cultural and civic dimensions to build a comprehen­sive framework of CT that we applied when analyzing the curriculum. …”