The main hallmarks of the novel problem-based curriculum are
self-directed, student-centred learning, clinical reasoning,
small group tutorials and the facilitation of learning in an
integrated way. These features differ significantly from the
traditional curriculum which is teacher-centred, discipline-based
and more content orientated.
The innovative programme was implemented at the University of
Transkei with a view to improving medical education. In this
study, the perceptions of second year medical students regarding
the implemention of and transition to the new curriculum, was
assessed, as part of the evaluation of the curriculum.
The results showed that students had grievances about the
overwhelming volume of information they had to cover, time
constraints, examination methods and bias of tutors towards their
own subjects. Nevertheless, they considered the innovation to
be favourable, exciting, relevant to life and to future tasks,
and more motivating than the traditional curriculum. / Educational Studies / M. Ed. (Didactics)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/16914 |
| Date | 06 1900 |
| Creators | Hassan, Salochana |
| Contributors | Van Rooy, M. P. (Martinus Paul), 1948- |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (xiii, 212 leaves) : illustrations |
Page generated in 0.0023 seconds