A continuous curriculum for general practice? Proposals for undergraduate-postgraduate collaboration

The development of a seamless general practice 'spiral' curriculum in which topics may be revisited at different levels of intensity and complexity du ring the learning process, has been discussed in the context of undergradua te-postgraduate co-operation. Although the lifelong curriculum for all doct ors contains a number of core competencies that aim to produce a 'stem' doc tor, concerns remain about the effects of excessive reductionism. It is the refore essential that the content and delivery of the spiral curriculum ens ure that intellectual interest is nurtured, by containing both ensure that intellectual interest is nurtured, by containing both taught theory and tra ining in a hospital context. The opportunity for general practice is at the centre of the undergraduate curriculum - emphasising working within primar y health care teams in teaching and training practices - is an ideal area f or undergraduate-postgraduate co-operation. The use of the directly observe d measures of performance would bring the undergraduate approach to assessm ent closer to that used in postgraduate general practice. However, supporti ng the tutors' network is crucial in undergraduate departments where much c an be gained by joint working with postgraduate colleagues.