The way we teach otolaryngology in an integrated problem-based curriculum

S. Elango; G. C. Arumainayagam; S. P. Palaniappan

doi:10.3109/01421599109036758

The way we teach otolaryngology in an integrated problem-based curriculum

S. Elango
, G. C. Arumainayagam
, S. P. Palaniappan

Research output: Contribution to journal › Article › peer-review

1 Citation (Scopus)

Abstract

The University Science Malaysia, Penang, the third medical school in Malaysia, is following an integrated curriculum. In this curriculum, the students are taught the subject of otolaryngology from the second year of their course unlike the traditional schools where they are taught in the fourth or fifth year. This paper describes how otolaryngology is introduced in this integrated, problem-based curriculum.

Original language	English
Pages (from-to)	63-66
Number of pages	4
Journal	Medical Teacher
Volume	13
Issue number	1
DOIs	https://doi.org/10.3109/01421599109036758
Publication status	Published - 1991
Externally published	Yes

ASJC Scopus subject areas

Education

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10.3109/01421599109036758

Cite this

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title = "The way we teach otolaryngology in an integrated problem-based curriculum",

abstract = "The University Science Malaysia, Penang, the third medical school in Malaysia, is following an integrated curriculum. In this curriculum, the students are taught the subject of otolaryngology from the second year of their course unlike the traditional schools where they are taught in the fourth or fifth year. This paper describes how otolaryngology is introduced in this integrated, problem-based curriculum.",

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AB - The University Science Malaysia, Penang, the third medical school in Malaysia, is following an integrated curriculum. In this curriculum, the students are taught the subject of otolaryngology from the second year of their course unlike the traditional schools where they are taught in the fourth or fifth year. This paper describes how otolaryngology is introduced in this integrated, problem-based curriculum.

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The way we teach otolaryngology in an integrated problem-based curriculum

Abstract

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