CeMENT: a multidisciplinary teaching programme
Editor ± Wallace et al. have achieved much with CeMENT, a multidisciplinary teaching programme across the primary-secondary care divide, which delivers clinical methods teaching to a large student body in the three senior years of four independent medical schools. They have also successfully incorporated teacher training in their programme alongside structured formative and summative assessments of students. Moreover, they have demonstrated that teaching in primary care is more highly valued by students than that in secondary care and have discussed some of the tensions funding of such teaching creates. Nevertheless we would take issue with their claim that `until now there has been little attempt to develop the teaching of clinical method which accurately re ̄ects current clinical practice by providing students with integrated general practice and hospitalbased clinical attachments'. We would draw readers' attention to our earlier publications in Medical Education describing an integrated course in clinical methods taught jointly by general practice and hospital teachers at Leicester. This course included reliable assessments which were regarded as educationally useful by students and it was delivered by primary and secondary care teachers who had undergone a systematic and continuing programme of teacher training. We also quanti®ed the greater satisfaction of students with primary care teaching and speculated why this was so and how teaching hospital trusts could narrow the gap. We would encourage other schools to instigate such programmes.
Student perceptions of a new integrated course in clinical methods for medical undergraduates
In line with recent General Medical Council recommendations a new, 8‐week integrated course in clinical methods has been introduced into the undergraduate curriculum at Leicester University.
Teaching learning disability to undergraduate medical students
The education of doctors shapes their professional identity: who they are and how they practise. Where does the issue of learning disability fit in? What is it and of what factors should doctors in training be aware?

The training of medical students has been defined by the General Medical Council (