The first task, it seems to me, is not focusing upon the assessment of the student but upon the functioning of the clinical area as requiring a community of professionals who engage in dialogue, research, information processing and management as necessary to the quality of their everyday work.  The task then is how to invite the student into this context as a contributing member. To do this it seems to me necessary to ensure that three key dimensions of policy implementation are realised in practice: the co-ordination of 1) ideas/concepts, with 2) the mechanisms and procedures necessary to their articulation and 3) the underpinning of the mechanisms and procedures with the appropriate resources.

Thus a curriculum may be built in relation to this process of co-ordination and the student may be assessed according to the contribution made.

Looking at this part by part: