Hostname: page-component-cd9895bd7-jkksz Total loading time: 0 Render date: 2024-12-25T16:37:24.423Z Has data issue: false hasContentIssue false
  • English
  • Français

Problem-based psychiatry in a new undergraduate medical curriculum

Published online by Cambridge University Press:  02 January 2018

Rajan Nathan ,
Trevor J. Gibbs  and
Kenneth C. M. Wilson
Rajan Nathan*
Affiliation:
Scott Clinic, Rainhill Road, St Helens, Merseyside WZ9 5DR
Trevor J. Gibbs
Affiliation:
Department of Health Care Education, University of Liverpool L69 3GA
Kenneth C. M. Wilson
Affiliation:
EMI Academic Unit, St Catherine's Hospital, Church Road, Birkenhead L42 0LQ
*
∗Correspondence
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.

Traditional British undergraduate medical education has evolved with the development of medicine as a profession. However, despite dramatic progress in the provision of healthcare, the medical curriculum has remained mostly unchanged until recently. Conventional medical courses rely on the teacher-centred didactic setting of a lecture theatre to transmit vast quantities of information. This one-way traffic of facts is divided initially into the preclinical basic sciences and later into the medical specialties, with relatively little horizontal or vertical integration. Much of the assessment of students relies on their reproducing information as accurately as possible. This traditional format has been widely criticised (Lowry, 1992).

Type
Education and Training
Information
Psychiatric Bulletin , Volume 23 , Issue 7: The Journal of Trends in Psychiatric Practice , July 1999 , pp. 436 - 439
Creative Commons
Creative Common License - CCCreative Common License - BY
This is an Open Access article, distributed under the terms of the Creative Commons Attribution (CC-BY) license (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited.
Copyright
Copyright © 1999 The Royal College of Psychiatrists

References

Andreasen, N. C. (1996) Body and soul (editorial). American Journal of Psychiatry, 153, 589 590.Google Scholar
Barrows, H. S. & Tamblyn, R. M. (1980) Problem-Based Learning. New York: Springer.Google Scholar
Bligh, J. (1995) Problem based, small group learning. British Medical Journal, 311, 342 343.CrossRefGoogle ScholarPubMed
Engel, C. R. (1992) Problem-based learning. British Journal of Hospital Medicine, 48, 325 329.Google ScholarPubMed
General Medical Council (1991) Undergraduate Medical Education. The Need for Change. London: General Medical Council.Google Scholar
General Medical Council (1993) Tomorrow's Doctors: Recommendations on Undergraduate Medical Education. London: General Medical Council.Google Scholar
Lowry, S. (1992) What's wrong with medical education in Britain? British Medical Journal, 305, 1277 1280.CrossRefGoogle ScholarPubMed
Nasser, M. (1996) Psychiatry: a core curriculum for undergraduate medical students. Psychiatric Bulletin, 20, 230 233.CrossRefGoogle Scholar
Neufeld, V. R. & Barrows, H. S. (1974) The ‘McMaster Philosophy’: an approach to medical education. Journal of Medical Education, 49, 1040 1050.Google ScholarPubMed
Schmidt, H. G. (1983) Problem-based learning: rationale and description. Medical Education, 17, 11 16.CrossRefGoogle ScholarPubMed
Vernon, D. T. A. & Blake, R. L. (1993) Does problem-based learning work? A meta-analysis of evaluative research. Academic Medicine, 68, 550 563.CrossRefGoogle Scholar
Working Party of the Education Committee of the Royal College of Psychiatrists (1997) Core psychiatry for tomorrow's doctors. Psychiatric Bulletin, 21, 522 524.CrossRefGoogle Scholar
Submit a response

eLetters

No eLetters have been published for this article.