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Eur J Neurol. 1997 Mar;4(2):102-6. doi: 10.1111/j.1468-1331.1997.tb00312.x.

Neurologic education for the future: a decade of curricular reform at Harvard Medical School.

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1
Department of Neurology, Harvard Medical School, MA, U.S.A.Department of Psychiatry, Harvard Medical School, MA, U.S.A.Department of Neurobiology, Harvard Medical School, MA, U.S.A.Office of Educational Development, Harvard Medical School, MA, U.S.A.

Abstract

The field of neurology is undergoing significant changes to which curricular reform is both responding and contributing. We reflect on a decade of experience at Harvard Medical School with integration of neuroscience, behaviour, pathophysiology and introductory clinical skills. As part of Harvard's "New Pathway" curriculum, this coordinated, pre-clerkship program embraces a "hybrid" form of problem-based learning. A variety of methods are employed synergistically to meet the two broad goals of preparing for competency in neurologic clerkships and for career-long learning in clinically relevant neuroscience. We articulate specific ways of elevating the level of intellectual inquiry, involving multi-disciplinary faculty more productively, and vertically integrating the learning experience through the years of medical school.

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