摘要:

The Faculty of Medicine in Newcastle, Australia, established an integrated curriculum in medicine and an organizational matrix structure to support it in which academic departments as such did not exist. As the faculty expanded its responsibility to other health professional programmes and semi-independent academic centres the organizational structure has been diversified whilst still retaining the same principles. This article explores the experience of this transition. It is of particular relevance in Australia with three schools moving to integrated courses in medicine but retaining in many aspects their original structure.

ISSN:0142-159X    

DOI:10.3109/01421599509036771

出版商:Taylor&Francis    

年代:1995

数据来源: Taylor

ISSN:0142-159X    

DOI:10.3109/01421599509036772

出版商:Taylor&Francis    

年代:1995

数据来源: Taylor

ISSN:0142-159X    

DOI:10.3109/01421599509036773

出版商:Taylor&Francis    

年代:1995

数据来源: Taylor

摘要:

As medical schools in the United Kingdom revise their undergraduate curricula in response to the General Medical Council's recommendations, a variety of models for the identification of core content are emerging. This paper describes elements of the approach being adopted in Liverpool where a problem-based and community-orientated course is being developed for introduction in 1996. The new five-year course is divided into three phases with problem-based learning throughout the first four years. The curriculum in phase 2 (years 2–4) follows the human life cycle with students revisiting material introduced in phase 1 (year 1), Phase 3 is an intensive clinical year emphasizing clinical management and incorporating day release to prepare students for postgraduate study. The faculty have adopted an objective-driven, iterative method using small groups of staff to identify core content.

ISSN:0142-159X    

DOI:10.3109/01421599509036774

出版商:Taylor&Francis    

年代:1995

数据来源: Taylor

摘要:

Overt rationing and priority setting in the post-1990 NHS are widely accepted as inevitable. Although surveys reveal that a wide variety of opinions on priorities exist, health care professionals, both clinical and managerial, are likely to have had little experience of establishing priority rankings in practice. We describe a simple priority-setting exercise which we have conducted with subjects from a variety of backgrounds, designed to expose participants to some of the fundamental issues involved in identifying health care priorities.

ISSN:0142-159X    

DOI:10.3109/01421599509036775

出版商:Taylor&Francis    

年代:1995

数据来源: Taylor

摘要:

The overall objective of the Dutch GP training programme is to help the trainees develop into autonomous professional helpers. One of the most widely used means to this end is‘experience-sharing’: exchanging and discussing experiences in groups of 12 junior GPs, led by a senior GP and a psychologist.‘Experience-sharing’can be optimized if group-psychotherapeutic techniques are used. Of the techniques that can be helpful, one deserves particular attention: the use that can be made of the so-called‘parallel process’. This process entails the enactment—in the group—of unconscious diffficulties besetting the doctor-patient relationship. This paper describes the parallel process and indicates how it can be used to help the GP group group members form more autonomous role conceptions.

ISSN:0142-159X    

DOI:10.3109/01421599509036776

出版商:Taylor&Francis    

年代:1995

数据来源: Taylor

摘要:

The recommendations of the General Medical Council on undergraduate medical education include a system-based core curriculum. This defines the requirements that must be satisfied before a newly qualified doctor can assume the responsibilities of a pre-registration house officer. The education committee of the GMC is encouraging various organizations to develop model core curricula in particular topics which can be made available for use by individual medical schools. Following a consultation exercise within the Renal Association (the professional body to which most British renal physicians belong), a model core curriculum in adult renal medicine has been agreed. It is offered as a basis upon which individual medical schools can build this part of their curriculum.

ISSN:0142-159X    

DOI:10.3109/01421599509036777

出版商:Taylor&Francis    

年代:1995

数据来源: Taylor

摘要:

The future implementation of new curricula for medicine will reduce theoretical programmes of physiology and increase practical learning. The programmes of 20 out of Spain's 23 medical universities were examined to establish baseline practice before the commencement of curricular reform. During 1991–92, the programme of each medical university was requested and examined. The teaching order or sequence for different systems of physiology, how common each system was, the number of practical lessons, and the most commonly recommended books were established. A lack of uniformity was found among the different universities in physiology teaching. This makes it difficult to establish a common baseline and may obscure the benefits of curricular reform.

ISSN:0142-159X    

DOI:10.3109/01421599509036778

出版商:Taylor&Francis    

年代:1995

数据来源: Taylor

摘要:

Teaching by case discussion is a commonly used method in medical education, yet few medical educators receive formal training in this teaching technique. The phases and specific techniques used in case discussion are reviewed. A faculty development seminar on this method is described as well as the evaluation of its effectiveness measuring: participant satisfaction and stated learning outcomes, perceived changes in teaching behaviours and perceived impact on learners. Although the results did not achieve statistical significance, trends did indicate a change in teaching behaviours after this intervention.

ISSN:0142-159X    

DOI:10.3109/01421599509036779

出版商:Taylor&Francis    

年代:1995

数据来源: Taylor

ISSN:0142-159X    

DOI:10.3109/01421599509036780

出版商:Taylor&Francis    

年代:1995

数据来源: Taylor