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Areskog NH. The new medical education at the Faculty of Health Sciences, Linköping University--a challenge for both students and teachers. Scand J Soc Med. 1992;20(1):1-4doi: 10.1177/140349489202000101.
Areskog, N. H. (1992). The new medical education at the Faculty of Health Sciences, Linköping University--a challenge for both students and teachers. Scandinavian journal of social medicine, 20(1), 1-4. https://doi.org/10.1177/140349489202000101
Areskog, N H. "The new medical education at the Faculty of Health Sciences, Linköping University--a challenge for both students and teachers." Scandinavian journal of social medicine vol. 20,1 (1992): 1-4. doi: https://doi.org/10.1177/140349489202000101
Areskog NH. The new medical education at the Faculty of Health Sciences, Linköping University--a challenge for both students and teachers. Scand J Soc Med. 1992 Mar;20(1):1-4. doi: 10.1177/140349489202000101. PMID: 1585134.
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Scand J Soc Med. 1992 Mar;20(1):1-4. doi: 10.1177/140349489202000101.

The new medical education at the Faculty of Health Sciences, Linköping University--a challenge for both students and teachers.

Scandinavian journal of social medicine

N H Areskog

Affiliations

  1. Department of Clinical Physiology, Faculty of Health Sciences, Linköping University, Sweden.

PMID: 1585134 DOI: 10.1177/140349489202000101

Abstract

The medical faculty at the Linköping University was established in 1970. Until 1986 the medical students spent their first two preclinical years in Uppsala and the last three and a half years in Linköping following a conventional medical curriculum. In the fall of 1986 the Health University (Faculty of Health Sciences) was established with a common organization and educational aims i.e. problem-based learning and multiprofessional education for six health educations, physicians, nurses, physioterapists, occupational therapists, laboratory technologists and community care managers. The medical education in Linköping then became complete with a thorough innovation of the curriculum. The first students following the new curriculum will have their final examinations in January 1992. The experiences of teachers and students are overwhelmingly positive as shown in an evaluation from the other five health curricula of shorter duration. Since no medical students have so far completed their studies according to the new curriculum no corresponding evaluation for the medical education is yet available. However, the author here describes his experiences in the new role as tutor and examiner.

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