TY - JOUR
T1 - Medical curriculum reform in North America, 1765 to the present
T2 - A cognitive science perspective
AU - Papa, Frank J.
AU - Harasym, Peter H.
PY - 1999/2
Y1 - 1999/2
N2 - Since 1765, five major curricular reform movements have catalyzed significant changes in North American medical education. This article describes each reform movement in terms of its underlying educational practices and principles, inherent instructional problems, and the innovations that were carried forward. When considering the motivating factors underlying these reform movements, a unifying theme gradually emerges: increasing interest in, attention to, and understanding of the knowledge-base structures and cognitive processes that characterize and distinguish medical experts and novices. Concurrent with this emerging theme is a growing realization that medical educators must call upon and utilize the literature, research methods, and theoretical perspectives of cognitive science if future curricular reform efforts are to move forward efficiently and effectively. The authors hope that the discussion and perspective offered herein will broaden, stimulate, and challenge educators as they strive to create the reform movements that will define 21st-century medical education.
AB - Since 1765, five major curricular reform movements have catalyzed significant changes in North American medical education. This article describes each reform movement in terms of its underlying educational practices and principles, inherent instructional problems, and the innovations that were carried forward. When considering the motivating factors underlying these reform movements, a unifying theme gradually emerges: increasing interest in, attention to, and understanding of the knowledge-base structures and cognitive processes that characterize and distinguish medical experts and novices. Concurrent with this emerging theme is a growing realization that medical educators must call upon and utilize the literature, research methods, and theoretical perspectives of cognitive science if future curricular reform efforts are to move forward efficiently and effectively. The authors hope that the discussion and perspective offered herein will broaden, stimulate, and challenge educators as they strive to create the reform movements that will define 21st-century medical education.
UR - http://www.scopus.com/inward/record.url?scp=0032989909&partnerID=8YFLogxK
U2 - 10.1097/00001888-199902000-00015
DO - 10.1097/00001888-199902000-00015
M3 - Review article
C2 - 10065057
AN - SCOPUS:0032989909
SN - 1040-2446
VL - 74
SP - 154
EP - 164
JO - Academic Medicine
JF - Academic Medicine
IS - 2
ER -