scholarly journals Problem-based psychiatry in a new undergraduate medical curriculum

1999 ◽  
Vol 23 (7) ◽  
pp. 436-439 ◽  
Author(s):  
Rajan Nathan ◽  
Trevor J. Gibbs ◽  
Kenneth C. M. Wilson
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Vertical Integration ◽  
Medical Curriculum ◽  
Basic Sciences ◽  
Medical Specialties ◽  
Undergraduate Medical Curriculum ◽  
Traditional Format ◽  
Lecture Theatre

Traditional British undergraduate medical education has evolved with the development of medicine as a profession. However, despite dramatic progress in the provision of healthcare, the medical curriculum has remained mostly unchanged until recently. Conventional medical courses rely on the teacher-centred didactic setting of a lecture theatre to transmit vast quantities of information. This one-way traffic of facts is divided initially into the preclinical basic sciences and later into the medical specialties, with relatively little horizontal or vertical integration. Much of the assessment of students relies on their reproducing information as accurately as possible. This traditional format has been widely criticised (Lowry, 1992).

scholarly journals Student Perceived Value of Anatomy Pedagogy, Part I: Prosection or Dissection?

2015 ◽  
Vol 2 ◽  
pp. JMECD.S17496 ◽  
Author(s):  
Jonathan J. Wisco ◽  
Stephanie Young ◽  
Paul Rabedeaux ◽  
Seth D. Lerner ◽  
Paul F. Wimmers ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
Student Perceptions ◽  
Medical Curriculum ◽  
Clinical Skills ◽  
School Experience ◽  
First Year ◽  
Biomedical Sciences ◽  
Medical Specialties ◽  
Preclinical Medical Education

A series of three annual surveys of David Geffen School of Medicine (DGSOM) at UCLA students and UCR/UCLA Thomas Haider Program in Biomedical Sciences students were administered from 2010 to 2012 to ascertain student perceptions of which anatomy pedagogy—prosection or dissection—was most valuable to them during the first year of preclinical medical education and for the entire medical school experience in general. Students were asked, “What value does gross anatomy education have in preclinical medical education?” We further asked the students who participated in both prosection and dissection pedagogies, “Would you have preferred an anatomy curriculum like the Summer Anatomy Dissection during your first year in medical school instead of prosection?” All students who responded to the survey viewed anatomy as a highly valued part of the medical curriculum, specifically referring to four major themes: Anatomy is (1) the basis for medical understanding, (2) part of the overall medical school experience, (3) a bridge to understanding pathology and physiology, and (4) the foundation for clinical skills. Students who participated in both prosection and dissection pedagogies surprisingly and overwhelmingly advocated for a prosection curriculum for the first year of medical school, not a dissection curriculum. Time efficiency was the dominant theme in survey responses from students who learned anatomy through prosection and then dissection. Students, regardless of whether interested in surgery/radiology or not, appreciated both pedagogies but commented that prosection was sufficient for learning basic anatomy, while dissection was a necessary experience in preparation for the anatomical medical specialties. This suggests that anatomy instruction should be integrated into the clinical years of medical education.

The relevance of basic sciences in undergraduate medical education

2015 ◽  
Vol 185 (1) ◽  
pp. 195-201 ◽  
Author(s):  
C. Lynch ◽  
T. Grant ◽  
P. McLoughlin ◽  
J. Last
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Basic Sciences

scholarly journals Medical Student’s Perception About The Integrating Methods Of learning Medical Subjects And Importance Of Psychiatry In Pre-Clinical, Para-Clinical And Clinical Learning

2014 ◽  
Vol 3 (1) ◽  
pp. 10-15
Author(s):  
AK Pandey ◽  
N Sapkota ◽  
Dr Nivedita
Keyword(s):  
Vertical Integration ◽  
Teaching And Learning ◽  
Medical Curriculum ◽  
Clinical Learning ◽  
Horizontal Integration ◽  
Medical Sciences ◽  
Undergraduate Medical Curriculum ◽  
Teachers And Students ◽  
Methods Of Learning ◽  
Self Administered Questionnaire

Background: Now a day’s important elements being planned and used in the curriculum is vertical integration, i.e. integration between the clinical and basic science sections of the curriculum, and horizontal integration i.e. between different subject areas. Integration throughout the whole curriculum is time-consuming for both teachers and students and hard work is required for planning, organization and execution. Psychiatry is an important subject in medical sciences and knowledge of this subject is helpful in understanding function of body, mind and related issues which are modified by disease processes. Aim of the study is to assess the importance of horizontal and vertical integration in an undergraduate medical curriculum and importance of Psychiatry in pre-clinical, para-clinical and clinical learning, according to opinion among fourth year MBBS students. Methods and materials: A self administered questionnaire was used among all the consenting 4th Year MBBS Students of BPKIHS, Dharan, Nepal (324 of 400 responded) of four consecutive years to know about the importance of psychiatry as a subject and different components of the undergraduate medical curriculum including vertical and horizontal integration. They were asked to assign between three options to each question (from agree, neutral and disagree). Results: The result showed that majority of the students were in favor of vertical integration of the various subjects and admitted the importance of psychiatry as a subject and its knowledge helps them in better understanding of the other subjects included in medical curriculum. Conclusions: Vertical integration of medical subjects may be better than horizontal Integration for teaching and learning as this help students to understand the medical subject’s in a superior way. This study also reveals that as of its importance in the medical curriculum, subject of Psychiatry should be given more emphasis during the undergraduate training period.DOI: http://dx.doi.org/10.3126/jpan.v3i1.11346 J Psychiatrists’ Association of Nepal Vol .3, No.1, 2014: 10-15

‘Capable of being in uncertainties’: applied medical humanities in undergraduate medical education

2021 ◽  
pp. medhum-2020-012127
Author(s):  
Neepa Thacker ◽  
Jennifer Wallis ◽  
Jo Winning
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Medical Humanities ◽  
Medical Curriculum ◽  
Real Life ◽  
General Medical Council ◽  
Vital Role ◽  
Medical Council ◽  
Wide Range ◽  
Clinical Complexity

Numerous medical schools have been updating and modernising their undergraduate curricula in response to the changing health needs of today’s society and the updated General Medical Council competencies required for qualification. The humanities are sometimes seen as a way of addressing both of these requirements. Medical humanities advocates would argue that the humanities have a vital role to play in undergraduate medical education, allowing students to develop the critical tools required by the 21st-century clinician to deliver the best person-centred care. While we endorse this view, we contend that such training must be taught authentically to have maximal impact. This article arises from a collaboration between Imperial College London and Birkbeck, University of London, which aimed to embed the humanities into Imperial’s undergraduate medical curriculum. Here, we use a teaching session on graphic medicine and narrative as a case study to illustrate how the humanities can be a powerful tool for students to explore professional clinical complexity and uncertainty when taught in a transdisciplinary way. In this session, uncertainty operated on several different levels: the introduction of unfamiliar concepts, materials, and methods to students, transdisciplinary approaches to teaching, and the complexities of real-life clinical practice. Further, we argue that to manage uncertainty, medical students must cross from a scientific training based on positivist understandings of evidence and knowledge, to one which foregrounds multiplicity, nuance, interpretive critical thinking, and which understands knowledge as contingent and contextually produced. In facilitating such learning, it is crucial that the teaching team includes experts from both medical and humanities fields to scaffold student learning in an intellectually dynamic way, drawing on their disciplinary knowledge and wide range of personal professional experiences.

scholarly journals Views of Medical Educators and Intern Doctors on the Existing MBBS Curriculum

2014 ◽  
Vol 3 (1) ◽  
pp. 8-11
Author(s):  
Abu Syed Md Mosaddek ◽  
Waheeda Nargis ◽  
Borhan Uddin Ahamed ◽  
Md Zakirul Islam ◽  
Habib S Chaudhury ◽  
...  
Keyword(s):  
Medical Education ◽  
Qualitative Analysis ◽  
Medical Curriculum ◽  
Undergraduate Curriculum ◽  
Training System ◽  
Public And Private ◽  
Undergraduate Medical Curriculum ◽  
Medical Educators ◽  
Medical Colleges ◽  
Internship Training

This study was carried out to get an idea about the views of medical educators and intern doctors regarding the current undergraduate medical curriculum. A partially descriptive open ended questionnaire was distributed among teachers of all three phases and intern doctors in undergraduate curriculum in different public and private medical colleges in Bangladesh and was returned by 120 teachers and 663 intern doctors. Qualitative analysis of data was done. Among teachers 70% agreed to need for changes, 68.4% were in favor of present internship training system and 85% were against ‘carry on’ system. But 94% and 51% of intern doctors were in favor of need changes of curriculum and present internship training respectively. 91% were against ‘carry on’ system. DOI: http://dx.doi.org/10.3329/bjme.v3i1.18589 Bangladesh Journal of Medical Education Vol.3(1) 2012: 8-11

scholarly journals Integrated Medical Curriculum: Advantages and Disadvantages

2016 ◽  
Vol 3 ◽  
pp. JMECD.S18920 ◽  
Author(s):  
Gustavo A. Quintero ◽  
John Vergel ◽  
Martha Arredondo ◽  
María-Cristina Ariza ◽  
Paula Gómez ◽  
...  
Keyword(s):  
Medical Education ◽  
Learning Outcomes ◽  
Small Groups ◽  
Teaching Methods ◽  
Medical Curriculum ◽  
Vertical Axis ◽  
Early Years ◽  
Basic Sciences ◽  
Active Teaching ◽  
Advantages And Disadvantages

Most curricula for medical education have been integrated horizontally and vertically–-vertically between basic and clinical sciences. The Flexnerian curriculum has disappeared to permit integration between basic sciences and clinical sciences, which are taught throughout the curriculum. We have proposed a different form of integration where the horizontal axis represents the defined learning outcomes and the vertical axis represents the teaching of the sciences throughout the courses. We believe that a mere integration of basic and clinical sciences is not enough because it is necessary to emphasize the importance of humanism as well as health population sciences in medicine. It is necessary to integrate basic and clinical sciences, humanism, and health population in the vertical axis, not only in the early years but also throughout the curriculum, presupposing the use of active teaching methods based on problems or cases in small groups.

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