History

This page will set out how the programme developed. Actual dates and milestones have not yet been supplied; the content below is structural placeholder.

The programme did not arrive fully formed. It has been adjusted repeatedly in response to what happens in teaching. Early emphasis fell on regional knowledge; over time it moved toward sensory training and service practice, because the problems graduates met on the floor were rarely gaps in knowledge — they were gaps in judgement.

That shift changed assessment too: from written examination toward blind analysis and live service, with reasoning stated aloud.

Note: this page is development placeholder copy, to be replaced when real material is available.