Titlebook: New Directions for Medical Education; Problem-based Learni Henk G. Schmidt (Professor of Health Professions), Book 1989 Springer-Verlag New

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Toward the Education of Doctors Who Care for the Needs of the People: Innovative Approaches in Medic Carnegie Foundation in 1910.. At that time, medical schools were proliferating without adequate controls or standards. Flexner documented the many deficien-cies of these proprietary institutions, including their lack of adequate curriculum and the production of graduates with little knowledge of sc

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Needed: A New Way to Train Doctorsperimental curriculum. Limited at first to 25 students per year, this program has now been incorporated in the core curriculum. The initiative may well be Harvard’s most impressive innovation of the 1980s. Instead of merely tinkering with course requirements or shifting hours of instruction from one

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A Medical School for the Futureustralia, and indeed to some extent throughout the world. Australia’s newest faculty of medicine, at the University of Newcastle, admitted its first class of 64 students in March 1978. The methods of establishing the program, selecting students, appointing staff members, and assessing student perfor

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Important Issues in Community-oriented Medical Educationonflicting notions. The same could be said about community-oriented medical education. Such an education must be comprehensive, fully combining the teaching of medicine with principles of community structure and behavior. Such education must do more than simply include some components that relate to

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Problem-based Medical Education: The Newcastle Approache principal causes of morbidity and mortality today are quite different from those of 50 years ago. Over a similar period there have been major advances in the science and technology of education. There has also been a massive expansion of knowledge relating to medicine, components of which have bee

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The Evaluation System at the Maastricht Medical School health care system in The Netherlands. Its mandate was to develop educational approaches that reflected modern educational developments. As a result, and in contrast with the other seven Dutch medical schools, the six-year program is primarily oriented toward primary health care and community medic

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