Word: curriculum
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Dates: during 1960-1969
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Symptomatic of the faults of the present curriculum was the protest last December of 20 second-year students, who requested permission to withdraw from lectures and, with faculty supervision, try an experiment in self-education As evidence of the new attitude towards reform at the Med School, the students were immediately given permission to carry out their plans...
...flexibility to the curriculum, the report urges a reduction in the amount of factual information and memorization pressed upon the student, and a greater emphasis on elective courses. The report recommends the teaching of a "core curriculum" which would be required of all students and would consist of material that all future physicians must learn. In addition, students would spend a large part of their time on elective courses...
...would substitute interdepartmental teaching for the present system which gives each department absolute control over the courses it teaches. The report recommends the establishment of three councils in the Biological Sciences, Behavioral and Social Sciences, and Clinical Sciences. These three councils would be responsible together for teaching the core curriculum. Each would be expected to provide students with an integrated course, drawing on the facilities of the departments it oversees...
This proposal would reduce the importance and autonomy of individual departments, and many will resent it. But the advantages of interdepartmental teaching are substantial. By imposing control from the top, it would permit the faculty to survey the entire program and thereby prevent the overlap which now plagues the curriculum. The report of the Subcommittee on Curriculum Planning should be studied carefully by the faculty and improved where necessary But it will be unfortunate if the debate stretches out for more than a year, making it impossible to institute the system next September...
...economically arranged in groups of two and be accompanied by those larger or more specialized facilities which they can together fully utilize. Perhaps each unit should occupy a floor of a building with their joint facilities located in a floor between. A further refinement might be placing the five curriculum areas in the same area on each floor so that students and staff working in particular curriculum areas could have easy access to their counterparts in the other unit and to the more specialized joint resources located on the floor between the two units by simply moving vertically...