Academic roles and satisfaction in a problem-based medical curriculum

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Abstract
A new Medical Faculty was recently established at the University of Newcastle, New South Wales. The five-year curriculum that it offers has been described as totally integrated, problem-based and community orientated. Student knowledge, understanding and skills are developed through the study of a sequence of clinical problems integrated with appropriate practical and clinical activities. Disciplines contribute material relevant to each problem: they do not offer lecture courses, nor conventional class laboratory exercises, and there is no preclinical/clinical division of the course. Such an innovative curriculum implies different roles for academic staff: it can only be implemented if these changes have their support. This paper outlines the philosophy and its implementation with particular reference to the role of disciplines and individual academics. Evidence is presented indicating that this programme has achieved a considerable measure of staff support.

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