Abstract
There have been radical changes in the patterns of disease in the community, in life style, and in the structure of society in recent years. Indeed the principal causes of morbidity and mortality today are quite different from those of 50 years ago. Over a similar period there have been major advances in the science and technology of education. There has also been a massive expansion of knowledge relating to medicine, components of which have been included in curricula, often by simple addition without deletion of less relevant material. The predominant causes of illness today in industrialized nations are related to life style, behavior, the environment, substance abuse, and socioeconomic status,1 yet these areas are grossly underrepresented in conventional curricula.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Surgeon General: Healthy People. No. 79-55071. Washington, DC, United States Department of Health, Education & Welfare (PHS.), 1979.
Flexner A : Medical Education in the United States and Canada: A Report to the Carnegie Foundation, Bulletin No. 4. Boston, Updyke, 1910. Reprinted: New York, Arno Press and The New York Times, 1972.
Wingard JR, Williamson JW: Grades as predictors of physicians’ career performance: an evaluative literature review. J Med Educ 1973; 48: 311–322.
Veloski J, Herman MW, Gonella JA, et al: Relationships between performance in medical school and first postgraduate year. J Med Educ 1979; 54: 909–916.
Rhoads JM, Gallemore JL, Gianturco DT, Osterhout S: Motivation, medical school admission and student performance. J Med Educ 1979; 49: 1119–1127.
Royal Commission on Medical Education: London, Her Majesty’s Stationery Office, 1968.
Simpson MA: Medical Education: A Critical Approach. London, Butterworth, 1972.
Engel GL: Biomedicine’s failure to achieve flexnerian standards of education. J Med Educ 1978; 53: 387–392.
Maddison DC: What’s wrong with medical education? Med Educ 1978; 12: 97–102.
Sheldrake PF, Linke RD, Mensch IA, et al: Medical Education in Australia: Present Trends and Future Prospects in Australian Medical Schools. ERDC Report No. 16. Canberra, Australian Government Printing Service, 1978.
Neame RLB: The preclinical course of study: help or hindrance? J Med Educ 1984; 59: 699–707.
Neame RLB : Final Report of the Task Force on Organizational Structures. Newcastle Network of Community-Oriented Educational Institutions for Health Sciences, University of Newcastle, 1982.
Neame RLB: Academic Management and Organization in Medical Colleges to Fulfill the Needs of Integration and Innovation. Symposium on the Scope and Policies of College of Medicine & Medical Sciences, Arabian Gulf University, Bahrain. Bahrain, Ministry of Health, 1982, pp. 49–61.
Working Papers of the Faculty of Medicine, Nos. I-XVI. Newcastle, The University of Newcastle, 1975–1979.
Barrows HS, Tamblyn RM: Problem-based Learning: An Approach to Medical Education. Springer Series on Medical Education, Vol. 1. New York, Springer Publishing Co., 1980.
Barrows HS: How to Design a Problem-based Curriculum for the Preclinical Years. New York, Springer, 1985.
Neame RLB: Problem-centred Learning in Medical Education: the role of context in the development of process skills, In Schmidt HG, DeVolder ML (eds). Tutorials in Problem-Based Learning: A New Direction in Teaching the Health Professions. Assen, Netherlands, Van Gorcum, 1984.
Neame RLB, Powis DA: Toward independent learning: curricular design for assisting students to learn how to learn. J Med Educ 1981; 56: 886–893.
Popper KR: Objective Knowledge: An Evolutionary Approach. Oxford, England, Clarendon Press, 1972.
Neame RLB: How to construct a problem-based course. Med Teacher 1981; 3: 94–99.
Powis DA, Neame RLB: The way we teach the cardiovascular system. Med Teacher 1981; 3: 131–137.
Feletti GI, Neame RLB: Curricular strategies for reducing examination anxiety. Higher Educ, 1981; 10: 675–686.
Edouard LK, Harris TTC, Buckley-Sharp MD: Linear study of medical undergraduate performance. Med Educ 1976; 10: 386–397.
Knox JDE: The Modified Essay Question. Dundee, Association for the Study of Medical Education, 1972.
Harden RMcG, Stevenson M, Downie EE, Wilson GM: Assessment of clinical competence using objective structured examinations. Br Med J 1977; 1:447–451.
Engel CE, Feletti GI, Leeder SR: Assessment of medical students in a new curriculum. Assess Higher Educ 1980; 5: 279–293.
Feletti GI, Saunders NA, Smith AJ et al: Comprehensive Assessment of Final-Year Medical Student Performance Based on Undergraduate Programme Objectives. The Lancet 1983; 2: 34–37.
Cleland DI, King WR: Systems Analysis and Project Management. New York, McGraw-Hill, 1968.
Feletti GI, Clarke RM: Construct validity of a learning environment survey for medical schools. Educ Psychol Meas 1981; 41: 875–882.
Williams C: The Early Experiences of Students on Australian University Campuses. Sydney, Australia, University of Sydney, 1982.
Neame RLB: Academic Roles and Satisfaction in a Problem-Based Medical Curriculum. Studies in Higher Education 1982; 7: 141–151.
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1989 Springer-Verlag New York Inc.
About this chapter
Cite this chapter
Neame, R.L.B. (1989). Problem-based Medical Education: The Newcastle Approach. In: Schmidt, H.G., Lipkin, M., de Vries, M.W., Greep, J.M. (eds) New Directions for Medical Education. Frontiers of Primary Care. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-3472-2_9
Download citation
DOI: https://doi.org/10.1007/978-1-4612-3472-2_9
Publisher Name: Springer, New York, NY
Print ISBN: 978-1-4612-8114-6
Online ISBN: 978-1-4612-3472-2
eBook Packages: Springer Book Archive