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A response to the ACME‐TRI Report: the Dalhousie problem‐based learning curriculum
Author(s) -
Mann K V,
Kaufman D M
Publication year - 1995
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1111/j.1365-2923.1995.tb02794.x
Subject(s) - curriculum , context (archaeology) , curriculum mapping , class (philosophy) , medical education , curriculum theory , emergent curriculum , mathematics education , curriculum development , psychology , pedagogy , computer science , medicine , artificial intelligence , geography , archaeology
SUMMARY With the class of 1996, Dalhousie University Faculty of Medicine instituted a totally revised curriculum. The revisions transformed an entirely traditional curriculum to a student‐centred curriculum, which is based on learning in context, and incorporates a problem‐based approach to the entire curriculum. This paper describes our experience in the actual implementation of our revised curriculum, in the context of the Association of American Medical Colleges Assessing Change in Medical Education — The Road to Implementation (ACME‐TRI) Report.