Abstract
An educational renewal has been taking place at Harvard Medical School. Challenged by the Dean to prepare physicians who are equipped to deal with the remarkable changes in medicine and in society, our faculty has responded by creating a fundamentally different approach to the content, process, and organization of medical education (Tosteson 1981, 1990).
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
Armstrong EG (1991) The Harvard Medical School curriculum: a hybrid model of problem based learning. In: Boud D, Feletti G (eds) The challenge of problem-based learning. London: Kogan Press
Bateson MC (1990) Composing a life. Plume, New York
Christensen CR (1991) Garvin DA, Sweet A. Education for judgement, the artistry of discussion leadership. Harvard Business School P, Boston
Colvin RB, Wetzel MS (1989) Pathology in the New Pathway of medical education at Harvard Medical School. Am J of Clin Path, 92: S23 - S30
Committee on Educational Evaluation (1990–1991) Student course evaluation guide, years I & II
Feletti GI, Armstrong E (1989) Problem-based education at Harvard Medical School — a short report on the New Pathway to General Medical Education. Meducs, 2: 36 ? 39 (Bulletin of the Swiss Association of Medical Education)
Goldman L (1991) Reforming clinical education: panel on new clerkship. Presentation at New Pathways in General Medical Education Conference, Harvard Medical School. 26 June
Goldman L (1991) Introduction to core clinical clerkship syllabus. Dept of Surgery, Beth Israel Hospital
Maxwell JA & Wilkerson L (1990) A study of non-volunteer faculty in a problem-based curriculum. Acad Med, 65: S13 - S14
Moore GT (1990) Final report to the Fund for the Improvement of Post-Secondary Education
Moore GT (1991) The effect of compulsory participation of medical students in problem-based learning. Med Educ, 25: 140–143
Office of Educational Development (1989) The New Pathway of general medical education at Harvard University. Teach & Learn in Med, 1: 42–46
Tosteson DC (1988) Science, medicine, and education. J of Med Educ, 56: 8–15
Tosteson DC (1989) Recommendations for formulating a teaching portfolio for the teacher-clinician ladder. Focus. 16 Dec: 12
Tosteson DC (1990) New pathways in general medical education. N Eng J of Med, 322: 234–238
Wilkerson L, Maxwell JA (1988) A qualitative study of initial faculty tutors in a new problem-based curriculum. J of Med Educ, 63: 892–899
Wilkerson L, Armstrong E, Lesky L (1990) Faculty development for ambulatory teaching. J Gen Intern Med 5 (suppl): s44
Wilkerson L, Hundert E (1991) Becoming a problem-based tutor: increasing self-awareness through faculty development. In: Boud D, Feletti G (eds) The challenge of problem-based learning. London: Kogan Press
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1992 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Ramos, M.B., Litchard, M.J. (1992). The New Pathway Curriculum at Harvard Medical School. In: Schweiberer, L., Izbicki, J.R. (eds) Akademische Chirurgie. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-77569-7_5
Download citation
DOI: https://doi.org/10.1007/978-3-642-77569-7_5
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-540-55555-1
Online ISBN: 978-3-642-77569-7
eBook Packages: Springer Book Archive