New Curricula for a New Way of Teaching 93 learned in a day or in a week or a year. Professors always assume that entering high school students need to be retaught the basics. They may pick up the general idea but in reality the content of the subject area is, at best, vaguely understood. What they can learn is that they like a subject or have an interest in learning more. The only other thing they can learn involves the 12 cognitive pro- cesses. So let’s look at how the health sciences curriculum covers these processes. By explicit design, all of the health science rotations emphasize all four of the “social processes.” The students work in teams (teamwork), sometimes even in collaboration with other teams. The students and teams necessarily try to influence one another, negotiate with one an- other, and constantly have to describe their points of view and their results. The step-by-step instructions that are part of every rotation explicitly discuss how best to handle this. Now let’s look at four of the rotations in detail. INTERNAL MEDICINE The essence of this rotation is learning about how to do diagnosis, in this case, of liver disease. Students watch a detailed interview with the patient, select (after some orientation) specific tests to administer, receive the results, and report suggested diagnoses. They must com- municate what they have discovered. So they describe the patient’s symptoms and must analyze and discuss the causation of the patient’s symptoms. Then they begin to plan a course of action. Planning what to do is a major component of this rotation. To do this they must make a judgment as a crucial part of the diagnostic work. They must do this again as well in the ethics unit that occurs later in this rotation. In that unit they undertake a detailed study of both medical and ethi- cal issues in liver transplantation—which is where evaluation comes into play. Here the students become consciously aware of their values as they decide how to influen