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EXECUTIVE COMMITTEE.
[July 21, 1939
Physics, and Biology. He has then to study professionally for five years. The first two years are devoted to Bio-chemistry, Anatomy, and Physiology. Candidates are not allowed beyond this stage until they have passed the professional examinations in these subjects. Thereafter the courses of study and clinical instruction are modelled on lines common to those in the Schools of Medicine and teaching Hospitals of Great Britain.
4. In 1926 and in 1934 I was able to report that the courses prescribed for medical study were satisfactory. The policy of the College throughout has been to provide medical training of a high standard designed to conform with the requirements of the General Medical Council. During the period 1934-39 the courses of study have been reviewed by the Senate in the light of the Resolutions in regard to Professional Education recently adopted by the Council, which became operative in November, 1938, and it is gratifying to be able, once again, to report that they are satisfactory and conform substantially with the requirements of the Council. Indeed, the period 1934-39 has been one of con- siderable activity during which a comprehensive and co-ordinated re-arrangement of the courses of study, systematic and practical, has been carried out which has directly or indirectly affected all departments and each subject of the curriculum to great advan- tage. There has also been an associated re-arrangement in the manner of imparting instruction, especially in the first year's studies in Chemistry and Biology, and in the second and third years' studies in Bio-chemistry, Physiology and Anatomy. The revisions are devised to reduce as far as possible the burden of studies, and to solve the difficulties met with by students, long observed by teachers, which had been reflected in the results of the professional examinations.
5. Too many students give up medical studies and leave. Out of an average of 22–3 admissions, 10 or 11 finish the course and qualify, a number not sufficient to fill the junior posts now required for the Government and College departments. One of the chief difficulties is on first entering the College. Students find themselves unable to cope with new subjects satisfactorily within the teaching period allotted, especially in the first academic year.
July 21, 1939]
EXECUTIVE COMMITTEE.
6. The position is not peculiar to Singapore. It is, in my experience, common to all the medical institutions I have visited in the East, and one to which frequent references have been made in previous reports. It is interesting, therefore, as illustrating the position in Singapore, to state the experiences in the depart- ments of Biology and Bio-chemistry, and to record briefly the measures adopted in an attempt to meet the difficulties.
7. In Biology changes were made in 1937. It was stated that some students were handicapped by a poor knowledge of English, that students entered the department, as a rule, with no previous knowledge of science in theory or practice, and with powers of observation and interpretation poorly developed. Among those who had some knowledge of Chemistry or Physics, or both, the standard was too low to be of great benefit. The lecture course had, consequently, been shortened and simplified, and the practical side of studies stressed. The subject matter is presented in such a manner that in addition to imparting knowledge of the fundamentals of Biology, an attempt is made to impart some knowledge of, and some skill in, manipulation, observation, and criticism. Facilities for the visual method of teaching have been provided—models, film slide demonstrations, specimens. Every effort is made to maintain the standards, and a high degree of proficiency is required in the examination.
8. In Bio-chemistry changes were introduced in 1938. One of the difficulties reported is the inability of the student to take satisfactory lecture notes. He omits to record facts and explana- tions which are important for him to learn and understand, and notes given to the student before a lecture do not meet the case. He still writes too much instead of listening. So formal lectures have now been omitted, and the classes are held in a laboratory and based upon the practical work. There is an introduction to the day's work, which the students then carry out; and thereafter they are divided into smaller classes, each with a teacher who goes over the work with reference to the theoretical aspects. No notes are taken until the teacher has finished speaking, when he helps the students to make suitable notes, gives references for private study, and encourages discussion. At the beginning of the next class each student hands in a carefully prepared written