Abstract
Basic medical science courses were delivered with accompanying white papers or curriculum documents in an effort to increase students’ motivation and responsibility towards independent learning. The supporting curriculum documents included students learning time and contact hours based on the forty notional hours. Students were provided with information on educational objectives, content, teaching strategies and instructional assessment, and the equivalence of each teaching and learning activity in terms of contact and student learning time hours. The equivalent hours of teaching and learning activity served as a guide to ensure instructors are not overloading their students. This strategy serves to better equip the students in their learning management in order to develop good independent learning habits and lifelong learning.
Keywords: Student-centred learning, notional hours, contact hours, student learning time, learning guide, independent learning, basic medical science.