structure and function in health and disease individuals, groups and society a population-wide perspective professional values and personal development. Students generate similar objectives according to their perceived relevance and tutor guidance. These objectives underpin the assessment system, which has both formative (giving feedback) and summation (counting towards progress or a degree award) elements. Conceptually and structurally, this integrated problem-based framework replaces the former emphasis on isolated disciplines and subject-based learning, obliterating the traditional divide between preclinical and clinical work. Commitment has also been made to providing early clinical context, specific training in communication and clinical skills and a community orientation. Along with this striking change in curricular structure, process and philosophy based on learning relevant material in context came the – – increased emphasis on public health education. Previously, the medical students received a solitary two-week public health medicine module in the third year of the traditional five-year curriculum (and approximately 36 hours of medical statistics teaching in the first year). There had been little room for innovative manoeuvre within the practical and philosophical constraints of the traditional curriculum. Public health and epidemiology supplemented by medical – statistics, and to a much lesser extent health economics, public health nutrition, and history of public health now form the thrust of the – population perspective theme. In the first 4 years of the curriculum, the emphasis given to the four themes differs between modules but is continuous, encouraging a more comprehensive approach to dealing with clinical problems. ORGANIZATIONAL STRUCTURE The responsibility for planning and implementing a Faculty-managed curriculum is centralized. Whereas the Faculty of Medicine is currently reviewing its organizational structures to meet major challenges in research and educational commitments, the problem-based curriculum was introduced into a Faculty organized around traditional departments.
structure and function in health and disease individuals, groups and society a population-wide perspective professional values and personal development. Students generate similar objectives according to their perceived relevance and tutor guidance. These objectives underpin the assessment system, which has both formative (giving feedback) and summation (counting towards progress or a degree award) elements. Conceptually and structurally, this integrated problem-based framework replaces the former emphasis on isolated disciplines and subject-based learning, obliterating the traditional divide between preclinical and clinical work. Commitment has also been made to providing early clinical context, specific training in communication and clinical skills and a community orientation. Along with this striking change in curricular structure, process and philosophy – based on learning relevant material in context – came the increased emphasis on public health education. Previously, the medical students received a solitary two-week public health medicine module in the third year of the traditional five-year curriculum (and approximately 36 hours of medical statistics teaching in the first year). There had been little room for innovative manoeuvre within the practical and philosophical constraints of the traditional curriculum. Public health and epidemiology – supplemented by medical statistics, and to a much lesser extent health economics, public health nutrition, and history of public health – now form the thrust of the population perspective theme. In the first 4 years of the curriculum, the emphasis given to the four themes differs between modules but is continuous, encouraging a more comprehensive approach to dealing with clinical problems. ORGANIZATIONAL STRUCTURE The responsibility for planning and implementing a Faculty-managed curriculum is centralized. Whereas the Faculty of Medicine is currently reviewing its organizational structures to meet major challenges in research and educational commitments, the problem-based curriculum was introduced into a Faculty organized around traditional departments.