The Sudanese Medical Education in the Light of Flexner Report

Foad, Ayman Fisal Ahmed

doi:10.18502/sjms.v17i4.12543

Cited by 1 publication

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References 20 publications

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“…In the pre-Flexner era, medical education, especially in basic sciences, was fragmented, and American students often pursued foundational studies abroad [3,4]. However, following the Flexner report, there was a pivotal shift towards a more structured and integrated curriculum [5]. This led to the emergence of the 'academic clinician', a model that gained international recognition and acceptance [6], highlighting the evolving and global nature of medical education.…”

Section: Introductionmentioning

confidence: 99%

Integrating Basic Sciences and Clinical Practice: A Cross-Sectional Study of UQUMED's Medical Education Approach

Saleh,

Adly

2024

Galician med. j.

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Introduction. Since the early 20th century, medical education has evolved, notably with the Flexner report emphasizing the fusion of foundational sciences and clinical reasoning. As the field grew, educators adeptly incorporated new sciences and technologies, ensuring curriculum balance and depth. Aim. This research aimed to explore the role of basic sciences in contemporary medical education, focusing on their integration with clinical practice. Methods. An institutional-based cross-sectional study design was implemented at Umm Al Qura University, College of Medicine, Makkah, Saudi Arabia, from March to June 2023. This study involved surveying 470 medical students, from a total campus population of 1,360 students (excluding preparatory year), using a pre-tested and structured self-administered questionnaire. All questions in the survey were formatted to elicit dichotomous responses, namely “yes” or “no”, and the collected data were analyzed using SPSS version 20. Results. The study discovered that while a high percentage of medical students (96.6% in earlier years to 94% in senior years) recognized the importance of basic sciences in the MBBS curriculum, there was a noticeable decline in this belief as students advanced through their clinical years. Similarly, the perception of the utility of foundational knowledge of basic sciences for understanding clinical subjects decreased slightly from 93% in earlier years to 85% in senior years. About 92.7% of students across all years believed a strong understanding of basic sciences was crucial for clinical proficiency. However, the perceived benefit of suggested readings/textbooks declined from 82% in earlier years to 77% in senior years. Feedback on curriculum enhancements showed robust support for more engaging teaching methods, with over 90% favoring the incorporation of multimedia tools and group-based sessions. Conclusions. Our findings underscore the foundational role of basic sciences in medical education for clinical competency, highlighting a gradual shift in student perceptions as they progress through their training. This shift signals the necessity for adaptive teaching strategies that effectively integrate basic sciences with clinical practice to maintain relevance and efficacy in medical curricula.

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