Curriculum places too high a premium on memorizing facts and not enough emphasis on helping tudents to develop critical thinking skills. Courses are not always taught in the optimum sequence. Curriculum has excessive, unintended redundancies.
Classes are too large.
There are insufficient opportunities for faculty-student interaction. Opportunities for cross-fertilization between the graduate and medical students are not optimized. Medical curriculum is dichotomized between preclinical and clinical years. Opportunities for integration of basic science and clinical instruction have not yet been developed. Students' diverse professional goals are not sufficiently nurtured and developed.