Developing Learning Environments: Creativity, Motivation and Collaboration in Higher Education

By Ora Kwo; Tim Moore et al. | Go to book overview

9
Large group sessions and problembased learning

John Nicholls and L. C. Chan


BACKGROUND TO THE PROBLEM

Reform of the undergraduate medical curriculum in 1997

In 1997, the Faculty of Medicine changed the undergraduate medical curriculum from a discipline-based, pre-clinical/clinical-based approach to one in which problem-based learning (PBL), organ system teaching, and integration of clinical and interpersonal skills were emphasized (Tang 2001).

In the first three years of the New Medical Curriculum (NMC), students would have two two-hour PBL sessions as well as one half-day between tutorials for information gathering and synthesis of knowledge per week. To accommodate these new changes, reducing the number of traditional lectures or large group sessions was proposed; otherwise, this would lead to overcrowding of the curriculum. This proposal was in line with a faculty-wide consensus to reduce the factual content of large group sessions. Educational reviews of medical curricula, especially

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