Medical Education with a Difference

Engel, Charles; Clarke, Rufus M.

doi:10.1080/0033039790160110

Cited by 52 publications

(15 citation statements)

References 1 publication

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“…Clinical assessment includes ward ratings and an objective structured clinical examination (Newble & Elmslie 1981). In contrast, the University of Newcastle is an innovative school (Engel & Clarke 1979), Students may be admitted by two routes. The first is previous academic achievement based on school matriculation scores or a tertiary equivalent.…”

Section: Introductionmentioning

confidence: 99%

The approaches to learning of students in a traditional and in an innovative problem-based medical school

1986

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The way in which students approach their learning is dependent on a variety of factors including the characteristics of the departments and teaching to which they are exposed. These factors appear to influence whether the students adopt a surface, deep or strategic approach. In order to explore further the relationship between educational context and approach to learning, a comparison was made between students attending a traditional medical school and those attending a problem-based medical school. The results showed marked differences, with the problem-based school being higher on deep approach and lower on surface approach than the traditional school. This study provides one of the first pieces of evidence of a difference between students in the two types of medical school which can be directly attributed to the educational environment. Students in the problem-based school appear to have an approach to learning which more closely approximates the aims of most medical schools. The results provide support for the philosophies and strategies of the problem-based schools.

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Section: Introductionmentioning

confidence: 99%

The approaches to learning of students in a traditional and in an innovative problem-based medical school

1986

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“…Two of the institutions which pioneered self-directed problem-based learning for medical students have opposite philosophies in this respect. McMaster University in Canada has adopted the 'learn by doing' approach (Neufeld & Barrows, 1974), whilst Newcastle University in Australia uses a large part of the first term to introduce students to the educational method (Engel & Clarke, 1979).…”

Section: Introductionmentioning

confidence: 99%

Orientation to self-directed learning: Paradox or paradigm?

Taylor

Burgess

1995

Studies in Higher Education

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Self-directed learning is assuming a more central place in higher education. However, there is little in the literature about the preparation of students for this approach, perhaps because such preparation may appear paradoxical. A social work course in which self-directed learning plays a major role provides the focus of this paper. A study indicated that more attention could usefully be paid in the course to the process of preparing students for self-directed learning. A subsequent orientation programme to prepare students for self-directed learning is described and evaluated. It is concluded that by raising questions about the role of orientation, we raise questions about the nature of self-directed learning itself.

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“…It seeks in part to expose the traditional ideology to which Illich refers. The faculty is committed to a problem‐solving approach to medical education (see Engel & Clarke, 1979), in which all subjects normally taught at medical school are integrated both horizontally and vertically throughout the 5 years of the course. Anatomy, the author's main discipline, is integrated horizontally, e.g.…”

Section: Introductionmentioning

confidence: 99%

Aspects of the content versus process debate in medical education

Doran

1984

Medical Education

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Traditional western medical education is often concerned with the absorption of an enormous number of facts, leaving the process of problem-solving to happen naturally. The current trend is to increase the process in medical education, sometimes at the expense of content knowledge. This paper analyses some of the literature pertinent to this dilemma. It concludes that a pluralistic approach to the presentation of the scientific process would enhance the student's motivation to obtain the content knowledge necessary to utilize that scientific process. It also suggests that such an approach to education might benefit all professions which rely on problem-solving as part of their activity.

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Medical Education with a Difference

Cited by 52 publications

References 1 publication

The approaches to learning of students in a traditional and in an innovative problem-based medical school

The approaches to learning of students in a traditional and in an innovative problem-based medical school

Orientation to self-directed learning: Paradox or paradigm?

Aspects of the content versus process debate in medical education

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