Early effects of a new problem-based clinically oriented curriculum on students' perceptions of teaching

Medical Education

Volumn 34, Issue 6, 2000, Pages 487-489

  Bligh, J ^a   Lloyd Jones, G ^b   Smith, G ^b  

^a UNIVERSITY OF LIVERPOOL   (United Kingdom)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CLINICAL EDUCATION; COMPARATIVE STUDY; CURRICULUM; MEDICAL STUDENT; PERCEPTION; PROBLEM SOLVING; TEACHING;

CURRICULUM; EDUCATION, MEDICAL, UNDERGRADUATE; ENGLAND; HUMANS; PROBLEM-BASED LEARNING; QUESTIONNAIRES; STUDENTS, MEDICAL; TEACHING;

EID: 0034038354     PISSN: 03080110     EISSN: None     Source Type: Journal    
DOI: 10.1046/j.1365-2923.2000.00447.x     Document Type: Article

References (5)

1. 1 Bligh J. Identifying the core curriculum: the Liverpool approach. Med Teacher 1995;17:383-90.
2. 2 Ramsden P. A performance indicator of teaching quality in higher education. The course experience questionnaire. Studies Higher Education 1991;16:129-50.
3. 3 Broomfield D, Bligh J. An evaluation of the 'short form' course experience questionnaire with medical students. Med Educ 1998;32:367-9.
4. 4 Moore GT, Block SD, Style CB, Mitchell R. The influence of the New Pathway on Harvard medical students. Academic Med 1994;69:983-9.
5. 5 General Medical Council. Tomorrow's Doctors. Report of the Education Committee. London: GMC; 1993.