Abstract
The ability to acquire skills in self directed learning may be the key link between undergraduate education, postgraduate training, and continuing professional development. If future and current practitioners are to adopt an ongoing reflective and critical approach to practice, we should aim to provide learning opportunities that promote self confidence, question asking and reflection, openness and risk taking, uncertainty and surprise. Teaching techniques that encourage these skills are being introduced widely and have been shown to be at least as effective as traditional methods of education while promoting more enjoyment and enthusiasm among both staff and students.
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Selected References
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