REMODELING MEDICAL EDUCATION

PEDIATRICS ◽  
1950 ◽  
Vol 6 (5) ◽  
pp. 687-695
Author(s):  
JOHN MCK. MITCHELL
Keyword(s):  
Medical Education ◽  
Medical Curriculum ◽  
The United States ◽  
Modern World ◽  
Student Body ◽  
Medical College ◽  
Similar Vein ◽  
Question Today ◽  
Level Of Instruction ◽  
The Church

THE position of science in the modern world has been aptly compared to that of the church in medieval times. Just as the manifestos of the church were then accepted without question, today the pronouncement that "it has been scientifically proved" is sufficient authority for the general public. In somewhat similar vein, a statement to the effect that medical education has not kept pace with the rapid changes in medical practice is accepted without critical analysis by many physicians and taken to mean that a sweeping revision of the entire medical curriculum is indicated. Is this position justifiable? Should we choose a new site, lay a new foundation and erect a new edifice to house medical education? Or is the old building structurally so sound that it would be better to modernize it from within? Can additions be made without spoiling the "lines" which are of such symmetry that they have been admired throughout the world? This is a question of great importance to which I will not attempt to give a categorical answer. On the other hand, there is no doubt that the present building is in urgent need of a thorough house cleaning, and that some remodeling is in order. It is the objective of this paper to offer suggestions for certain simple changes and additions which are needed now. Student Body We must face the fact that there is a wide variation in the level of instruction among the approximately 800 approved colleges in the United States. This is clearly attested by the great difference in the mean scores of students from the different colleges on the Medical College Admission Test.

scholarly journals Medical Education From a Theory–Practice–Philosophy Perspective

2021 ◽  
Vol 8 ◽  
pp. 237428952110102
Author(s):  
Susan A. Kirch ◽  
Moshe J. Sadofsky
Keyword(s):  
United States ◽  
Medical Education ◽  
Curriculum Design ◽  
Historical Perspective ◽  
Curriculum And Instruction ◽  
Medical Curriculum ◽  
Educational Theory ◽  
The United States ◽  
History Of ◽  
How People Learn

Medical schooling, at least as structured in the United States and Canada, is commonly assembled intuitively or empirically to meet concrete goals. Despite a long history of scholarship in educational theory to address how people learn, this is rarely examined during medical curriculum design. We provide a historical perspective on educational theory–practice–philosophy and a tool to aid faculty in learning how to identify and use theory–practice–philosophy for the design of curriculum and instruction.

The Training of a Doctor, Report of the Medical Curriculum Committee of the British Medical Association, London, Butterworth & Co. Ltd., 1948

PEDIATRICS ◽  
1950 ◽  
Vol 5 (6) ◽  
pp. 1045-1047
Keyword(s):  
Medical Education ◽  
Medical Association ◽  
American Medical ◽  
Medical Curriculum ◽  
The United States ◽  
British Medical Association ◽  
Official Report ◽  
American Academy Of Pediatrics ◽  
Factual Data ◽  
Curriculum Committee

Althrough this book represents the official report of a British Medical Association, one would gather that it does not stem from a "survey" of medical education such as the study of pediatric departments conducted recently by the American Academy of Pediatrics, or that of schools of medicine now in progress under the auspices of the Association of American Medical Colleges and Council on Medical Education and Hospitals of the American Medical Association. At least, the book contains no mass of factual data such as is usually found in reports of this sort in the United States.

Using Backward Design for Competency-Based Undergraduate Medical Education

2017 ◽  
pp. 53-76 ◽  
Author(s):  
Barbara L. Joyce ◽  
Stephanie M. Swanberg
Keyword(s):  
Medical Education ◽  
Medical Curriculum ◽  
The United States ◽  
National Standards ◽  
Design Model ◽  
Professional Organizations ◽  
Backward Design ◽  
Learner Outcomes ◽  
History Of ◽  
Competency Based

This chapter focuses on strategies for approaching competency-based medical education (CBME) in the undergraduate medical curriculum (UME). CBME uses national professional standards, typically set by accrediting bodies or professional organizations, to shape curricular design and assessment of learner outcomes as well as to provide clarity to the learner about the knowledge, skills, and attitudes needed for successful practice. Wiggins and McTighe's (2015) Backward Design instructional design model provides a practical structure for approaching CBME since it proposes beginning with the national standards, defining outcomes and assessment methods, and then developing curricular content. The chapter will describe the backward design model, the history of CBME in the United States, current issues with CBME, and use of an integrated curriculum to successfully implement CBME. It will culminate with a discussion of creating action plans for individual programs to align assessment and outcome measures more directly to curriculum.

History of the Department of Surgery at Albany Medical Center

2013 ◽  
Vol 79 (3) ◽  
pp. 221-231 ◽  
Author(s):  
David J. Conti ◽  
Neil Lempert ◽  
Steven C. Stain
Keyword(s):  
United States ◽  
Medical Education ◽  
Medical Center ◽  
The United States ◽  
Medical College ◽  
Albany Medical College ◽  
Integral Role ◽  
History Of ◽  
Flexner Report ◽  
Teaching Programs

Surgeons have always played an integral role in the history of the Albany Medical Center and Albany Medical College. In addition to supporting vital patient care and teaching programs, the Department of Surgery has played an important administrative role providing the college with five deans. The origins of the Department of Surgery reach back to 1910 when the American Medical Association-sponsored Flexner report proposed dramatic changes in the structure and format of medical education in the United States. In response to the recommendations of the report, the medical center restructured its faculty and curriculum to meet the demands of a rapidly advancing profession. One result of this reorganization was the formation of the Department of Surgery in 1912. Dr. Arthur Elting was named the first Chair of the Department in 1915. This report will review the history of the Department, focusing on the eight surgeons who have served as Chair.

Theorizing Race and Racism: Preliminary Reflections on the Medical Curriculum

2017 ◽  
Vol 43 (2-3) ◽  
pp. 239-256 ◽  
Author(s):  
Lundy Braun
Keyword(s):  
Medical Education ◽  
Critical Race Theory ◽  
Racial Inequality ◽  
White Supremacy ◽  
Medical Curriculum ◽  
Student Activism ◽  
The United States ◽  
Race And Racism ◽  
Biomedical Knowledge ◽  
Racial Capitalism

The current political economic crisis in the United States places in sharp relief the tensions and contradictions of racial capitalism as it manifests materially in health care and in knowledge-producing practices. Despite nearly two decades of investment in research on racial inequality in disease, inequality persists. While the reasons for persistence of inequality are manifold, little attention has been directed to the role of medical education. Importantly, medical education has failed to foster critical theorizing on race and racism to illuminate the often-invisible ways in which race and racism shape biomedical knowledge and clinical practice. Medical students across the nation are advocating for more critical anti-racist education that centers the perspectives and knowledge of marginalized communities. This Article examines the contemporary resurgence in explicit forms of white supremacy in light of growing student activism and research that privileges notions of innate differences between races. It calls for a theoretical framework that draws on Critical Race Theory and the Black Radical Tradition to interrogate epistemological practices and advocacy initiatives in medical education.

scholarly journals Food for Thought: The Process of Bringing a Universal Medical Curriculum to the Plate – Part I of III

2014 ◽  
Vol 1 ◽  
pp. JMECD.S17495 ◽  
Author(s):  
Aaron M. McGuffin
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Medical School ◽  
Education System ◽  
Medical Curriculum ◽  
Burden Of Proof ◽  
Medical Schools ◽  
The United States ◽  
Medical Education System

There is currently no universally accepted core collection of competencies or medical education material for medical students. Individual medical schools create their own competencies and set of educational material using a variety of approaches. What has resulted is a medical education system wherein medical students are trained without any burden of proof that they are indeed competent in agreed upon areas of knowledge, skills, attitudes and behaviors befit of a graduating medical student. In fact, the only uniform assurance a member of the public in the United States can have for a graduating allopathic medical student is that the student has successfully passed USMLE Step 1 and 2 by correctly answering a rumored 55–65% of questions correctly (yes, that is an F) and that they have maintained at least a “C” average or “Pass” equivalent in all of their medical school courses. This article discusses these inadequacies within the current medical education system, and the need to standardize the competencies and curricula for all medical schools through a narrative disclosing this author's experience with trying to initiate such a movement at his own medical school.

scholarly journals A Phenomenological Approach to Understand the Challenges Faced by Medical Students

2016 ◽  
Author(s):  
R. Deepa ◽  
Anuja Panicker
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical Curriculum ◽  
High Stress ◽  
Phenomenological Approach ◽  
Related Factors ◽  
Medical College ◽  
Quality Patient Care ◽  
Medical Institutions ◽  
Stress Levels

Life in a medical school is more challenging, when compared to other disciplines like arts and engineering. The innate nature of the medical curriculum and the demands of the profession have created extensive pressure on its students, leading to the prevalence of high stress levels and stress related disorders in them. The mental health of future doctors is very important for quality patient care. Hence it is high time for medical institutions to design interventions to mitigate this situation. A significant amount of research has gone into identifying the predominant stressors of medical education and the prevailing stress levels amongst medical students. However, there is dearth in research efforts that explicitly explain: the manifestation of stressors in different stages of medical education; coping strategies of students; and the kind of support required by the students to cope up with these challenges. Hence this study uses a phenomenological approach to understand the phenomenon of stress amongst medical students of a private medical college in South India. The study found that academic pressure, homesickness, faculty and institution related factors challenge the students. It was also found that the students require support to handle these challenges. These findings have interesting and important implications for institutions and policy makers, with respect to designing interventions to provide a congenial learning environment for our future doctors.

scholarly journals Evidence Based Medicine Teaching in Undergraduate Medical Education: A Literature Review

2012 ◽  
Vol 7 (3) ◽  
pp. 98 ◽  
Author(s):  
Misa Mi
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Evidence Based Medicine ◽  
Medical Curriculum ◽  
The United States ◽  
Evaluation Methods ◽  
Cochrane Library ◽  
Evidence Based ◽  
Contact Hours ◽  
Based Medicine

Objectives – To determine the year when evidence based medicine (EBM) was introduced and the extent to which medical students were exposed to EBM in undergraduate medical education and to investigate how EBM interventions were designed, developed, implemented, and evaluated in the medical curriculum. Methods – A qualitative review of the literature on EBM interventions was conducted to synthesize results of studies published from January 1997 to December 2011. A comprehensive search was performed on PubMed, CINAHL, Web of Science, Cochrane Library, ProQuest Dissertations & Theses, PsycINFO, and ERIC. Articles were selected if the studies involved some form of quantitative and qualitative research design. Articles were excluded if they studied EBM interventions in medical schools outside the United States or if they examined EBM interventions for allied health profession education or at the levels of graduate medical education and continuing medical education. Thirteen studies which met the selection criteria were identified and reviewed. Information was abstracted including study design, year and setting of EBM intervention, instructional method, instruction delivery format, outcome measured, and evaluation method. Results – EBM was introduced to preclinical years in three studies, integrated into clinical clerkship rotations in primary care settings in eight studies, and spanned preclinical and clinical curricula in two studies. The duration of EBM interventions differed, ranging from a workshop of three student contact hours to a curriculum of 30 student contact hours. Five studies incorporated interactive and clinically integrated teaching and learning activities to support student learning. Diverse research designs, EBM interventions, and evaluation methods resulted in heterogeneity in results across the 13 studies. Conclusions – The review reveals wide variations in duration of EBM interventions, instructional methods, delivery formats for EBM instruction, implementation of an EBM intervention, outcomes measured, and evaluation methods, all of which remain relevant issues for further research. It is important for medical educators and health sciences librarians to attend to these issues in designing and delivering a successful EBM intervention in the undergraduate medical curriculum.

scholarly journals Teachers and students opinion regarding updated MBBS curriculum 2012 in a teaching hospital.

2022 ◽  
Vol 13 (1) ◽  
pp. 27-32
Author(s):  
NM Badhon ◽  
N Nahar ◽  
I Jahan ◽  
F Zaman ◽  
MI Hossain
Keyword(s):  
Medical Education ◽  
Evaluation System ◽  
Phase Distribution ◽  
Medical Curriculum ◽  
Learning Opportunities ◽  
Modern Concept ◽  
Cross Sectional ◽  
Course Content ◽  
Medical College ◽  
Teachers And Students

The modern concept of a curriculum originally derived from the Latin word for a race course. Undergraduate medical education is part of a continuum of education and training.The new curriculum is structured to provide a balance among learning opportunities through integrated teaching system.  This study was carried out to explore the views of teachers and students regarding the current undergraduate medical curriculum.  This cross-sectional descriptive study was conducted between October 2019 to October 2020 among the teachers and students of a private medical college and hospital (MH Samorita medical collegesandhospital) in Dhaka Bangladesh. The sample size were 100 in total.  Most of the participants suggested for changes in overall existing MBBS curriculum. Highest satisfaction was seen in content related to learning objectives that were 90% and highest dissatisfaction was seen in Phase distribution of subjects that were 89%.However, they were satisfied with present pattern of course content, objectives, evaluation system and carry on system. Teachers and students evaluation may prove useful if analyzed further to overcome the shortcomings of existing MBBS curriculum. Bangladesh Journal of Medical Education Vol.13(1) January 2022: 27-32

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