title: Twelve tips to designing and implementing a learner-centred curriculum: prevention is better than cure.
abstract: BACKGROUND
  Change in medical education has brought with it new perspectives on content, process, assessment and evaluation. With this change has emerged a new discourse. New words and phrases, used by many but not always fully understood, have infiltrated every aspect of our academic lives. One such term which we believe is used relatively freely but which is not well understood or implemented is "learnercentred" or "student-centred" education.
  
  
  OBJECTIVE
  These twelve tips, drawn from experience, attempt to clarify the implications of learner-centred education and provide a structure upon which to ensure that all stakeholders have the same understanding of the implications of what being learn-centredness involves.
  
  
  CONCLUSIONS
  Without a common understanding of learner-centreness, the true educational concept may not be appropriately implemented, resulting in considerable faculty and student stress. We should practice what we preach and consider the "whole" student.
authors.affiliation: Medical Education at the Faculty of Medicine and Health Sciences, United Arab Emirates University, Al Ain,United Arab Emirates. mcleanm@uaeu.ac.ae
authors.forename: Michelle
authors.initials: M
authors.lastname: McLean
authors.forename: Trevor
authors.initials: T
authors.lastname: Gibbs
mesh_terms: D003479:Curriculum; D004501:Education, Medical / Q000379:methods* / Q000458:organization & administration; D006801:Humans; D007858:Learning; D016730:Program Development; D012570:School Admission Criteria; D012577:Schools, Medical / Q000458:organization & administration*; D013337:Students, Medical; D013663:Teaching; D014479:United Arab Emirates