Hostname: page-component-78c5997874-lj6df Total loading time: 0 Render date: 2024-11-12T23:57:26.499Z Has data issue: false hasContentIssue false
  • English
  • Français

Self-directed, problem-based learning for undergraduate psychiatry

Published online by Cambridge University Press:  02 January 2018

Elspeth Guthrie  and
Paul O'Neill
Rights & Permissions [Opens in a new window]

Extract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

Medical undergraduate training is currently going through a momentous period of change (Tosteson, 1990). New methods of learning and evaluation are being introduced which will radically alter medical training over the next few years. These changes are in part a response to the way medicine itself is being transformed. Medical educators can no longer hope to equip medical students, upon qualification, with enough basic knowledge and skills to last them throughout their medical careers. Today's students are embarking upon a process of learning which will continue throughout their medical lives. Medical practice will be very different, when today's students become tomorrow's hospital consultants and general practitioners.

Type
Research Article
Information
Advances in Psychiatric Treatment , Volume 5 , Issue 5 , September 1999 , pp. 382 - 389
Copyright
Copyright © The Royal College of Psychiatrists 1999 

References

Albanese, M. A. & Mitchell, S. (1993) Problem-based learning: a review of literature on its outcomes and implementation issues. Academic Medicine, 68, 52–81.Google Scholar
Berkson, L. (1993) Problem-based learning: have the expectations been met? Academic Medicine, 68 (suppl.), S79–S88.Google Scholar
David, T. J. & Patel, L. (1995) Adult learning theory, problem based learning, and paediatrics. Archives of Disease in Childhood, 73, 357–363.Google Scholar
General Medical Council (1993) Tomorrow's Doctors; Recommendations on Undergraduate Medical Education. London: GMC.Google Scholar
Kaufman, D. M. & Mann, K. V. (1998) Comparing achievement on the Medical Council of Canada Qualifying Examination Part I of students in conventional and problem-based learning curricula. Academic Medicine, 73, 1211–1213.CrossRefGoogle ScholarPubMed
Schmidt, H. G., Machiels-Bongaerts, M., Hermans, H. et al (1996) The development of diagnostic competence: comparison of a problem-based, an integrated, and a conventional medical curriculum. Academic Medicine, 71, 658–664.Google Scholar
Singh, S. P., Baxter, H., Standen, P. et al (1998) Changing the attitudes of ‘tomorrow's doctors’ towards mental illness and psychiatry: a comparison of two teaching methods. Medical Education, 32, 115–120.Google Scholar
Sharpe, M., Guthrie, E., Peveler, R. et al (1996) The psychological care of medical patients. Journal of the Royal College of Physicians, 30, 202–204.Google ScholarPubMed
Tosteson, D. C. (1990) New pathways in general medical education. New England Journal of Medicine, 322, 234–238.Google Scholar
Vernon, D. T. A. & Blake, R. L. (1993) Does problem-based learning work? A meta-analysis of evaluative research. Academic Medicine, 68, 551–563.Google Scholar
Williams, C., Milton, J., Strickland, P. et al (1997) Impact of medical school teaching on pre-registration house officers' confidence in assessing and managing common psychological morbidity: three centre study. British Medical Journal, 315, 917–918.Google Scholar
Submit a response

eLetters

No eLetters have been published for this article.