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• W176468178 abstract "Medical education is evolving. It has become a real challenge as it tries to keep pace with the ever-accelerating developments in communications and digital innovations. Within the last few decades, medical education has witnessed radical changes in both content and methodology. The discipline-based traditional teaching of medicine was replaced by the system-based curriculum, which questioned the total autonomy of departments to control the content and methods of instruction. A greater challenge is now, almost universally, posed by the problem-based curriculum, which radically dismantled the preclinical-clinical divide, and takes advantage of advances in digital and virtual media. It is believed that such innovations render curricula more interactive.1, 2 The outcome of good clinical practice and professional competency depends largely upon curricular design and evaluation.3 This basically revolves around three axes: content, methodology and environment.4Content is driven by many factors, among which are expert opinion, social expectations, scientific development and educational standards as defined by various accreditation bodies. Ever since the Flexner report5 introducing basic medical sciences as an educational necessity, medical curricula have gone through changes manifested first in the sequential two-phase model. This is a discipline-based model, which was subsequently modified by integrating basic sciences within the pre-clinical first phase. This, until recently, has been practiced and used to be referred to as the ‘system-based’ or the ‘organ-based’ model. However, evolving societal expectations of the modern day physician are expressed in newly articulated competencies. Traditional methods were supplanted by didactic methods (lectures and practical laboratory classes). The start of the new millennium sees a mixed economy of curriculum models with some medical schools retaining the traditional structures, but many turning to hybrid approaches with varying amounts of problem-based learning and systems-based integrated courses. The impact of problem-based learning (PBL) has been witnessed during the last two decades with important implications for the content of educational blueprints.Environmental factors affecting curricular design are numerous and may be categorized broadly as health care delivery systems, economy, politics and technological advances. Ongoing key issues that face curriculum designers include the continued integration of basic and clinical sciences and the adoption of the appropriate strategies to meet the demands of the new and expected competencies. With this in mind, some educational centres half moved to an integrated developmental student-centred curriculum that emphasizes bedside teaching and role modelling and promotes fundamental clinical skills using a competency-based college approach.6 This is achieved by assigning each student a core mentoring clinical faculty member for the duration of his or her medical school career, who provides an ongoing personal faculty contact and spends substantial time continuously teaching and reflecting with the student on clinical skills development and professionalism and working intensively with him/her at the bedside." @default.
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• W176468178 date "2007-08-01" @default.
• W176468178 modified "2023-09-23" @default.
• W176468178 title "The preclinical-clinical divide: building bridges." @default.
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