This is very interesting topic. Someone specialized in public health made a workshop for people from his community. During that, some one as being a ayoung brought his old mother to test for diabetes and by chance he asked a specialist to test his blood. The mother was negative for diabetes test but her son (young person) was positive. In this case was clinical education crusial?

Biochemistry

First visualize the anatomy competency you expect, then break it into small steps supporting it with anatomy, that is how you construct CBME

Following

Competency based Medical Education provides an effective outcome-based strategy where various domains of teaching including teaching learning methods and assessment form the framework of competencies. Keeping this objective as the core ingredient, the Medical Council of India with the help of panel of experts drawn from across the country, laid the basic framework for the revised undergraduate medical curriculum. first study about anatomy simultaneously microbial infection with physiological aspect.

Clinical teachers have to be experts in teaching learners to understand the importance of the details of basic sciences to the diagnosis and treatment of clinical problems. Each patient brings series of basic science problems and the teacher -clinician must recognize , emphasize and then evaluate the learners understanding . The program must implement these steps . We clinicians know that basic sciences explain clinical problems . Basic science teachers should illustrate the relationship . 2 sides of the coin.

This could be achieve through restructuring of the teaching schedule of the core basic medical sciences, including modifications of teaching and assessment methods, such that the core basic medical sciences be thought in a horizontally integrated fashion in the first two years, while the third year be dedicated to vertical integration of the core basic medical sciences with laboratory medicine and clinical sciences.

TCM basic theory that covers better physiology and relations among organs.

This is very interesting topic. Someone specialized in public health made a workshop for people from his community. During that, some one as being a ayoung brought his old mother to test for diabetes and by chance he asked a specialist to test his blood. The mother was negative for diabetes test but her son (young person) was positive. In this case was clinical education crusial?

Basic science understanding of insulin and sugar metabolism and clinical skills will be important in treatment , Public health case finding is a nice introduction for a basic science clinical didactic which can be taught at any level ,

Building the knowledge, basic contents associated with tutoring schemes, in which the student is able to get involved with the clinic and analyze the interconnected situations.

Work with your clinicians to develop core didactic case examples to integrate in the basic science courses and vice-versa , put basic science subjects into the clinical years . The Dean will have to work with the participating hospitals and clinics to cost shift .It will increase interest in science and prevent burn out .

Mohan A Sunkad what strategy to be followed in a body system based integrated curriculum?For example the anatomy is carried as the part of the module even in the clinical rotation of surgery ..taught as applied surgical anatomy in a Bachelor of Medicine Program...The competencies are designed for the program as a whole...and then the course of anatomy is spread all over the program...am unable to figure out how to frame the competency at the course level to integrate with the broader competency of the Program...Competency is said to be the sum of all the knowledge skills and attitudes in a course..so if we are writing the Intended Learning Outcomes in Knowledge and Skills and align with the teaching and assessment and then an outcome in competency.....does it have an overlap of assessment method?

I use in depth socratic discussion of specific anatomy when encountering clinical problems such as musculoskeletal complaints , abdominal pain, dyspnea and the like. the same is done with other basic sciences like biochemistry , and microbiology . It is in the eyes of the beholder to provide the depth of understanding and expect knowledge , skills and attitude . .

There is an old book: SYSTEMATIC COURSE DESIGN FOR THE HEALTH FIELDS by Ascher Segall M.D. Hannelore Vanderschmidt,Ruanne Burglass, and Thomas Frostman. Center for educacional develoment in health, Harvard School of Public Health editaded forJoihn Willey and Sons,Inc. 1975 ((about competency) and add the counsel of Robert, Anderson, Khaled, Frieda, Ibrahimand the all colegas that answer your question

Have a good week

Jorge Luis Sarmiento Thanks for sharing the reference. Will go through it.

Medical science courses and competency based medical education should be connected very early to the knowledge and skill of clinical reasoning.

Medicine is an applied science. Biology, chemistry and physics are basic sciences. The study of basic sciences is above all theoretical because it is independent of their practical application. Therefore it is a preliminary study and it is not a professional study. This is why, for a medical student, I would not speak of professional competence, referring to the basic sciences. The thing is similar for the basic medical sciences (anatomy, physiology, microbiology). In this case, however, some practical work can be done in the laboratory or in the sector room, but we cannot yet speak of integration between knowledge, knowing how to be and knowing how to do. At this level it is difficult to construct technical-professional quality indicators. Clinical subjects teachers can be involved. We can ask them a judgment on the preparation of the students. We can ask them what is essential for student to know and then think about which is the best way to teach it.

For mental nurses there are a thorough description of the competence demanded. I attach the paper to give you some idea. Then the new technology and the new way of teaching medical students has to be added:

Béatrice Marianne Ewalds-Kvist Thank you so much

The new teaching system in place in several coutries is clinical situation oriented. There is a terrible down-grading in basic knowledge acquisition in young students with a consequent poor reasonning. I personally believe that clinical competence is better acquired when fundamentals are understood. Shouldn't we combine lectures on fundamentals (pathophysiology, physiology, anatomy, etc.) With clinical skills acquisitions ??? Knowing the "how" of a situation could render understanding better if not easier. I have come accross young surgeons with so poor anatomy knowledge that I was just stockes !!!