Reform of undergraduate medical teaching in the United Kingdom: Unfunded reform always ends in reaction

BMJ 2004; 329 doi: https://doi.org/10.1136/bmj.329.7469.799 (Published 30 September 2004) Cite this as: BMJ 2004;329:799
  1. Julian T Hart, research fellow
  1. Department of Primary Care, University of Wales, Swansea SA2 8PP

    EDITOR—Williams and Lau seem to have overlooked an important factor common to all attempts to make education more effective by making it more humane and less industrialised.1 Humane educational methods are always far more labour intensive and always require higher teacher to pupil ratios.

    I visited Albuquerque medical school in the 1980s in its first years of introducing problem based learning, modelled on experience at Case Western Reserve and McMaster. The programme was then experimental, with educational results compared in two cohorts, …

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