Left: The second cloister of the friars minor on the Minderbroedersberg and the Gouvernement in the Bouillonstraat, examples of monumental buildings in Maastricht that have been restored, and nowadays accommodate the Board and the Faculties of Maastricht University. | RHCL Left below: Dr.J.Tans, chairman of the Committee on the Preparation of the Maastricht Medical Faculty(1970 -1976), chairman of the board of governors of Maastricht University (1976 -1978). Portraied here in the Skillslab of the medical faculty in 1977. | Photo Frans Welters/ Media Groep Limburg Right: Portrait of professor H.Tiddens, first rector magnificus (1976 -1979) of Maastricht University. | Photo archive MU 203 discussions of SWOL with the government and the political parties, and after intensive lobbying by Tans, at that time still a member of parliament for the labour party, parliament chose Maastricht as the location for the eighth faculty of medicine in 1970. This decision was partly due to the fact that Sint Annadal hospital had shown itself willing to serve as an academic workplace. Economic headwinds during the following years threatened to spoil matters. Cutbacks resulted in postponement of the new university and even fears that the plans would have to be abandoned altogether. When it became clear that the university was to start with one faculty, the faculty of medicine, a second key principle of the basic philosophy, took the form of it was put forward as an additional argument in favour of increased emphasis on primary care in both research and Maastricht that this faculty should distinguish itself from the education. The basic philosophy with regard to research was the other faculties by an orientation toward innovation of medical focus on multidisciplinary research in themes relating to new education and research, and of health care. In order to developments in health care. strengthen this argument, a committee chaired by Tans The basic philosophy met with approval from the developed a basic philosophy. The 'philosophers' on the relevant ministries and the Royal Dutch Medical Association committee were Professor Dr H.A.W.M. Tiddens, professor of (KNMG). Unquestionably, this contributed to the permission the methods of medical education, who would later be the first given by Dr. G. Klein, state secretary of education and sciences, rector magnificus, and Professor Dr W.H.F. Wijnen, who was an to admit the first fifty medical students to the Maastricht faculty educational psychologist. of medicine in 1974. The basic philosophy fitted with the drive The basic philosophy underpinning educational for innovation in various societal domains, which characterised innovation comprised the introduction of problem-based this period. By this time the period of the 1950s, which had learning (PBL). Tiddens and Wijnen had witnessed PBL in action been characterised by austerity, abidance by the law and at McMaster University in Canada and had become convinced conservative leadership, were definitely over. During the 1960s, of its benefits. This educational approach was based on solving traditional hierarchical relationships and ideas were increasingly real medical problems, small group teaching, active involvement criticised, as was evidenced by student actions against the of students in their learning and the acquisition of authoritarian university system and the Amsterdam provo communication and problem solving skills. They were convinced movement. In education, passive learning had to give way to that in the Netherlands too PBL would bring about the needed active learning and student initiative. The authority of the innovation of medical education. Innovation of health care, teacher and directive teaching were no longer taken for granted.
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