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If the involvement of practising clinicians in undergraduate clinical teaching is to be retained, strategies that inform them of student expectations and show how their contribution can be integrated to the wider clinical teaching programme must be identified. A variety of information-sharing strategies has been designed and used to communicate with clinicians teaching in Phase 2 of the undergraduate medical curriculum in Dundee. Evaluation of these by the clinical teaching staff has indicated that briefing by students, posters and tutor manuals are more successful information-sharing strategies than formal staff-development sessions.
Ker et al. (Tue,) studied this question.