The Use of Information Technology in an Experimental Curriculum at Harvard Medical School G. Octo Barnett, M.D. Judith L. Piggins, M.S.E.E. Gordon Moore, M.D. Ethan Foster, B.S. Department of Medicine, Harvard Medical School Laboratory of Computer Science, Massachusetts General Hospital It is obvious that very dramatic changes are occurring in medical practice: changes initiated by advances in biomedical knowledge, changes made possible by innovations in technology, and changes demanded by new patterns of practice and new forms of reimbursement. (Figure I) The present graduate education of the physidan is poorly suited to prepare the medical student of today to become the physidan of the twenty-first century. The medical school curriculum must prepare medical students to learn throughout their professional lives rather than simply to master current informarion and techniques. A recent report from the Association of American Medical Colleges (the GPEP Report) I discusses many of these new forces and strongly recommends that medical schools undertake a fundamental reappraisal of howphysicians are educated. New Pathway -- Harvard Medical School ~w Pathway -- Harvard Medical School What? 1. Single faculty control 2. Small group, problem-based, self-directed learning 3. Equal emphasis on attitudes, skills and knowledge 4. Select "essential knowledge"
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The use of information technology in an experimental curriculum at Harvard Medical School
Barnett, G. O.; Piggins, J. L.; Moore, G.; Foster, G. O
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, Volume 9 (3)
Association for Computing Machinery – Sep 1, 1987
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