Undergraduate medical curricula: are students being trained to meet future service needs?

Burge, Susan

doi:10.7861/clinmedicine.3-3-243

Cited by 22 publications

(21 citation statements)

References 27 publications

(22 reference statements)

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“…In this, learning is taken to be an ongoing part of life and not just a preparation for it [24]. In keeping with this view, the medical curriculum needs to drum into students the ethos of self-evaluation [7]. …”

Section: Discussionmentioning

confidence: 99%

“…The model was also grounded in the basic principles of adult education: adults have a profound need for self-motivation [6] and must therefore take on an active role in the learning process. Adults are motivated much more to learn because of their own inner needs, such as their drive to succeed and satisfaction in learning in order to reach specific personal objectives, than because of outside factors [7]. …”

Section: Introductionmentioning

confidence: 99%

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Student responses to the introduction of case-based learning and practical activities into a theoretical obstetrics and gynaecology teaching programme

et al. 2004

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Student responses to the introduction of case-based learning and practical activities into a theoretical obstetrics and gynaecology teaching programme

et al. 2004

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“…[13] Medical colleges of Pakistan need to develop a standardized anesthesiology curriculum by consensus.…”

Section: Discussionmentioning

confidence: 99%

A survey of undergraduate anesthesia rotation in medical colleges of Pakistan

Minai

Haq

Afshan

2014

J Anaesthesiol Clin Pharmacol

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Background:Student perceptions of specialties influence career choice decisions. It is important to expose undergraduates to the scope of rewarding careers in specialties like anesthesia by ensuring a good quality educational experience during anesthesia rotation. Our objective was to survey the curriculum structure and placement of the anesthesia undergraduate rotation in all the medical colleges of Pakistan recognized by the Pakistan Medical and Dental Council.Materials and Methods:A standardized survey questionnaire was distributed by direct contact, postal mail or e mail to one identified anesthetist in all recognized medical colleges with enrolment of 100 or more students. The response rate was 75%. We received responses by hand, email and postal mail.Results:We received responses from 15 out of 20 anesthetists contacted. 11 reported undergraduate anesthesia rotation while 4 reported absence of this rotation in their undergraduate curriculum. The rotation placement, duration and curriculum showed a wide variation and lack of standardization.Conclusion:Our survey indicates that the inclusion of anesthesia rotation in undergraduate medical education is not mandatory and standardized. The rotation duration, placement and curriculum need to be standardized to enhance the quality of the experience and promote the scope of the specialty for rewarding careers.

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“…Integration should also include the opportunity for students to make correlations between their learning in different topics rather than by discipline (Burge, 2003; Grochowsky et al, 2007). This concept integration has been achieved by grouping topics into the same time frame, and continuing to provide small group learning sessions.…”

Section: Discussionmentioning

confidence: 99%

Anatomy as the backbone of an integrated first year medical curriculum: Design and implementation

Klement

Paulsen

Wineski

2011

Anatomical Sciences Ed

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Morehouse School of Medicine chose to restructure its first year medical curriculum in 2005. The anatomy faculty had prior experience in integrating courses, stemming from the successful integration of individual anatomical sciences courses into a single course called Human Morphology. The integration process was expanded to include the other first year basic science courses (Biochemistry, Physiology, and Neurobiology) as we progressed toward an integrated curriculum. A team, consisting of the course directors, a curriculum coordinator and the Associate Dean for Educational and Faculty Affairs, was assembled to build the new curriculum. For the initial phase, the original course titles were retained but the lecture order was reorganized around the Human Morphology topic sequence. The material from all four courses was organized into four sequential units. Other curricular changes included placing laboratories and lectures more consistently in the daily routine, reducing lecture time from 120 to 90 minute blocks, eliminating unnecessary duplication of content, and increasing the amount of independent study time. Examinations were constructed to include questions from all courses on a single test, reducing the number of examination days in each block from three to one. The entire restructuring process took two years to complete, and the revised curriculum was implemented for the students entering in 2007. The outcomes of the restructured curriculum include a reduction in the number of contact hours by 28%, higher or equivalent subject examination average scores, enhanced student satisfaction, and a first year curriculum team better prepared to move forward with future integration.

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Undergraduate medical curricula: are students being trained to meet future service needs?

Cited by 22 publications

References 27 publications

Student responses to the introduction of case-based learning and practical activities into a theoretical obstetrics and gynaecology teaching programme

Student responses to the introduction of case-based learning and practical activities into a theoretical obstetrics and gynaecology teaching programme

A survey of undergraduate anesthesia rotation in medical colleges of Pakistan

Anatomy as the backbone of an integrated first year medical curriculum: Design and implementation

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