Abstract
After much discussion and planning, Flinders University in Adelaide, South Australia recently introduced a new Graduate-Entry Medical Program (GEMP) which centres on problem-based learning (PBL). We describe the factors that stimulated the development of this new course, discuss its aims and philosophies and provide a brief outline of its structure. Advice and practical help was freely provided by several institutions who had undertaken similarly radical curricular reform and without this, a difficult task would have been much harder. We hope that our experiences will be of interest and help to others who are considering curricular reform.
Original language | English |
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Pages (from-to) | 76-79 |
Number of pages | 4 |
Journal | Medical Teacher |
Volume | 23 |
Issue number | 1 |
DOIs | |
Publication status | Published - 2001 |
Externally published | Yes |