The medical schools in UK started to reform educational curriculum as a response to GMC-UK Tomorrow's Doctors documents. However, existing curriculum of different medical schools fluctuate in degree of change and variably diverge from the SPICES model and other quality models in the modern medical education of the last 20 years. Any input from UK and other medical schools colleagues?
Most medical school undergraduate curricula are fine if we are in the business of training students to think and act as if the patient were a complex biological machine requiring a mechanistic fix depending on the nature of the organic dysfunction. With the major epidemiological shift from acute illness to chronic, long term, socially complex multi-morbid illness, which accounts for some 70% of global mortality now, then our current training models are most certainly incomplete and require the introduction of key additional learning skills. The attached paper gives some further explanation.
I agree that is required to make changes in curricula and curricula of medical careers. Change need not for fashion but for adaptation to changing conditions and current world today. There is sufficient evidence in human studies and social sciences, the "integrated knowledge" can only be achieved by promoting meaningful learning, linked to the experiences of the student and related to the health needs of the population to be served, not to mention the cultural, technological, demographic, political and economic context of the country where they exercise their professional practice.
In other words, it requires promote medical student, expertise, skills and competencies, which is achieved more easily if the modification school programs and medical schools into professional skills oriented. This means leaving plans and curricula for subjects. The organization of methods, strategies and educational techniques by areas of knowledge and subjects, led to successful outcome at the time, the development of scientific medicine, particularly medical and biomedicine.
Today is advisable to follow a model of "anthropological training" that would make it possible to strengthen Clinic, continue the Scientific Evidence Based Medicine (EBM), deeper into context Biomedicine and achieve all the technological, cultural, social and economic elements that distinguish and enrich each country.
In the Faculty of Medicine of the UNAM, it has managed to migrate from a curriculum for subjects (from 1968-1985), through knowledge areas (1985-1990) for the current skills (its implementation began in 2010 and I was completed in August 2015).
Attached an article published by a server, where the training model described above is exemplified.
Sincerely
Dr. Jose Luis Garcia Vigil
I will monitor further developments and taking direction input and speech emanated initial questioning about professional skills and curriculum of schools and medical schools worldwide.
According to Salah Sultan, it is a pending task incorporating moral principles and ethical values in professional skills.
The solution would be to classes or courses in these subjects, but thinking, problem solving and decision making of clinical cases of real patients (or bullets) whose content is precisely a moral or evaluative implication that put into play, or that the medical student there apply its values and ethical principles.
Right Jose, absolutely right. Ethics, attitude or behavioural competences can never be taught by a separate course or modules. Some schools try to introduce (i.e. add) specific course to cover medical ethics with lectures and other passive learning approaches but such move continues to be absolutely ineffective. Such abilities need to be integrated with all learning opportunities across all years of study. In such learning environment, there were be ample opportunities for all students to learn-by-doing and practising such attitudes and behaviour. That was what we witnessed in a PBL-COME programme we introduced in Iraq and Yemen since 1989 and 1997. Several evaluative studies showed change in behaviour and attitude after years of such programme.
Totalmente de acuerdo
Saludos y un abrazo
Totally agree
Greets and a hug
Again, on same topic above, The BMJ published a letter to editor and we commented on same and published in BMJ as follows:
Medical students need experience not just competence: Rapid response: A diagnostic formulation of undergraduate medical education in the UK: To download the two letters:
https://www.academia.edu/44818521/Medical_students_need_experience_not_just_competence_Rapid_response_A_diagnostic_formulation_of_undergraduate_medical_education_in_the_UK
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