ABSTRACT
The appearance of Tomorrow's Doctors sanctioned the need for change and affirmed the proposals under discussion. The process of change took longer than expected and for practical administrative reasons the new curriculum was not implemented until September 1996. In Liverpool, the new curriculum had to be delivered to the new intake of students while the students in the remaining 4 years of the course continued on the old curriculum. At Liverpool there was an established infrastructure for undergraduate medical education. Each discipline taught in the curriculum was represented by a department headed by a senior academic, usually a Professor, and staffed by a substantial complement of lecturers and senior lecturers. The role of the Curriculum Strategy Group (CSG) was to agree the need for change and identify the principles on which curriculum change should be based. The Curriculum Design Group (CDG) concluded that the first could best be achieved by adopting problem-based learning (PBL) as the main educational tool.
