Medical education change: a detailed study of six medical schools

Cohen, Justine V.; Dannefer, Elaine F.; Seidel, Henry M.; Weisman, Carol S.; Wexler, Philip; Brown, Teressa; Brieger, Gert H.; Margolis, Simeón; Ross, Levi; Kunitz, Stephen J.

doi:10.1111/j.1365-2923.1994.tb02545.x

Cited by 21 publications

(14 citation statements)

References 15 publications

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“…Most of the reforms attempted in the last two decades have been designed to specifically enhance integration of the basic sciences and clinical education and overcome the ''artificial divide'' between the scientific teaching in the so called ''pre-clinical'' years and bedside teaching in hospitals in the latter years of the program (Association of American Medical Colleges Washington DC 1984;Kaufman 1985;Kaufman et al 1989;Cuban 1990Cuban , 1997World Health Organisation 1991;Des et al 1992;Cohen et al 1994;Bloom 1995;Jolly & Rees 1998;Mennin & Krackov 1998;Bland et al 2000).…”

Section: Introductionmentioning

confidence: 99%

Preparing for an institutional self review using the WFME standards – An International Medical School case study

2010

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Background: Curriculum reform poses significant challenges for medical schools across the globe. This paper describes the reforms that took place at the medical school of the Royal College of Surgeons in Ireland (RCSI) between 2005 and 2008 and the institutional self review process that accompanied these reforms. Results: Although fully accredited with the Irish Medical Council the RCSI sought additional detailed review of all aspects of its undergraduate medical program. Five medical educationalists were invited to visit the College in 2005 and again in 2008 to act as 'critical friends' and guide the self review using the World Federation for Medical Education (WFME) standards which had recently been adopted in Ireland. Conclusion: The process of institutional self review (as opposed to more high stakes accreditation) can bring about significant reform, especially when supported by a panel of 'critical friends' working alongside faculty to help guide and support sustained curriculum reform. The WFME standards continue to provide a useful framework to consider all medical education activities within a medical school engaged in continuous renewal. Adequate preparation for such reviews is critical to the success of such an undertaking and should be supported by a comprehensive communication strategy and project plan.

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Section: Introductionmentioning

confidence: 99%

Preparing for an institutional self review using the WFME standards – An International Medical School case study

2010

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“…We had a clear rationale for a change based on educational goals (Guze 1995), and there was an obvious impetus for urgent change (#1) (Cohen et al 1994). The Dean took ownership for managing the 'curriculum crisis', providing strong leadership and the resources required (Watson et al 1998).…”

Section: Discussionmentioning

confidence: 99%

“…The urgent nature of the crisis allowed faculty members to agree on the goals of change and to participate in the change required (Guze 1995;Genn 2001). The culture of the school is likely to have been an important factor (Cohen et al 1994). The scope of the change was defined (Bland et al 2000a), and obstacles were removed (#5): faculty development was provided to train the teachers for their new roles as tutors (Mennin & Krackov 1998).…”

Section: Discussionmentioning

confidence: 99%

‘Discovery Learning’: An account of rapid curriculum change in response to accreditation

2013

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Background/Aims: The purpose of this study was to explore the attitudes and experiences of leaders responsible for making rapid changes to a medical school curriculum in response to an adverse accreditation report. The new curriculum was based on the principles of problem-based learning ('Discovery Learning'), with changes to the way that students were assessed. Methods: We conducted semi-structured interviews with leaders responsible for education at the school two and a half years after the adoption of the new curriculum. We coded the resulting transcripts to identify major and minor themes expressed by participants. Results: Thirty-five senior leaders, administrators and course directors were invited for the interview; 14 (40%) were interviewed. Five main themes were noted in the data: (1) organization and control of the curriculum; (2) changes in the practices of teaching and learning; (3) effects on faculty members; (4) sources of resistance and (5) attitudes to curriculum change in general. Conclusion: This study demonstrates that major curriculum change can be achieved successfully in a short period of time. This study also illustrates some of the problems associated with making rapid changes to the medical school curriculum, and highlights the importance of attitudes to change amongst the leadership of a medical school.

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“…This narrow, one-sided understanding of the purpose of medicine and disease centered concept, cause of disease under long-term technical rule medicine, cause of the contemporary world health crisis. It is also directly contributing to the social health care system, mechanism, the development direction of medical, some deviation on the direction of medical education [2].…”

Section: Traditional Medicine Focuses On Treatment Not Preventionmentioning

confidence: 99%

The Current Status of Medical Education Reform and Medical Goal Deviation

Wang¹,

Wang²

2017

Proceedings of the 2017 2nd International Conference on Humanities and Social Science (HSS 2017)

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Abstract. Along with the rapid development of society and economy and the new problems in health care system, traditional medical purpose has been challenged and the new purpose of modern medical science has formed. New medical purpose includes preventing illness and injury, promoting and maintaining health, avoiding and releasing pain associated with diseases, caring of patients who have poor prognosis and providing hospice care. Medical education reform must be adapted to the new medical purpose to improve the quality of medical students.

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Medical education change: a detailed study of six medical schools

Cited by 21 publications

References 15 publications

Preparing for an institutional self review using the WFME standards – An International Medical School case study

Preparing for an institutional self review using the WFME standards – An International Medical School case study

‘Discovery Learning’: An account of rapid curriculum change in response to accreditation

The Current Status of Medical Education Reform and Medical Goal Deviation

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