Is it time for another medical curriculum revolution?

Abstract

"Many physicians would agree that medical school was long and arduous, featuring some courses that ultimately proved of dubious relevance to their current practices. That might not be as true for younger physicians who trained during the time of widespread adoption of problem-based learning. In this issue (page 34), CMAJ publishes a systematic evaluation of problem-based learning, which suggests that it improves critical thinking and skills in the social dimensions of medicine, long after graduation"