Child health and obstetrics-gynaecology in a problem-based learning curriculum: accepting the limits of integration and the need for differentiation.

@article{Patel2002ChildHA,
  title={Child health and obstetrics-gynaecology in a problem-based learning curriculum: accepting the limits of integration and the need for differentiation.},
  author={Leena Patel and Patricia Buck and Tim Dornan and Anthea Sutton},
  journal={Medical education},
  year={2002},
  volume={36 3},
  pages={261-71}
}
BACKGROUND AND OBJECTIVES The University of Manchester's undergraduate curriculum was reorganised in 1994. Problem-based learning (PBL) was chosen as the central educational method throughout the 5 years. A thematic interdisciplinary style provided a framework around which to select and integrate content. The theme for family, reproductive and child health for the 14-week Families and Children Module (FCM) in year 4 integrated content from obstetrics-gynaecology, paediatrics (including child… CONTINUE READING