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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
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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

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