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Health and disease : curriculum for the 21st Century medical students.

Publisher: New York : Nova Science Publishers, Inc., [2015] ©2015
Series: Public health in the 21st century series.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
Due largely to the explosion of information related to molecular medicine, the introduction of new courses and concepts behind professional skill, medical ethics and mechanism of actions of new drugs, the medical curriculum has now become more crowded than ever. This is complicated by the fact that the time to study medicine has become compressed over the past two decades. Thus, if we have to bring 21st century  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Health and disease : curriculum for the 21st century medical students.
Hauppauge, New York : Nova Science Publishers, [2015]
(DLC) 18292185
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
ISBN: 9781634630825 1634630823
OCLC Number: 895661034
Description: 1 online resource.
Contents: HEALTH AND DISEASE: CURRICULUM FOR THE 21ST CENTURY MEDICAL STUDENTS; HEALTH AND DISEASE: CURRICULUM FOR THE 21ST CENTURY MEDICAL STUDENTS; Library of Congress Cataloging-in-Publication Data; Contents; Preface; Chapter 1: History of the Medical Curriculum; Abstract; Ancient China; Babylonia; Ancient Egypt; Ancient Greece; Ancient Rome; Medieval Islam; Europe; The Renaissance; The Reformation; The Age of Enlightenment; The Body Snatchers; Journals; American Medical Education; The Spread of the Global Curriculum; The Bologna Process; Going Electronic; And Now; References. Chapter 2: State-of-the Art Curriculum for the 21st Century Medical StudentsAbstract; Introduction; Apprenticeship Based Curriculum Model; Strengths; Weaknesses; Reasons for Change and Recommendations; The Discipline-Based Model; Strengths; Weaknesses; Organ Systems Based Model, (1951); Strengths; Weakness; Problem Based Curriculum Model (1971); Strengths; Weaknesses; Outcome Based Curriculum Model (1990s); Strengths; Weaknesses; AlFaisal Curriculum Model As an example of 21st Century medical curriculum; Strengths; Improvements Being Implemented; Conclusion; References. Chapter 3: Medical Curriculum: Does One Size Fit All?Vice President --
Global Programs, Partners HealthCare International, Boston, MA, US; Associate Professor of Pathology, Harvard Medical School, Boston, MA, US; Abstract; Introduction; A Brief Historical Perspective; Medical Education in Context; The Need to Align Education to the Provision of Care --
Why One Size Does Not Fit All; Present Innovations Addressing Better Alignment with the Healthcare System; A Model for Medical Education Planning. A Value and Needs Based Planning Approach to Create Medical Education Programs Suitable to Their EnvironmentsPhase 1: Is the Program Desirable/Needed? Addressing the Needs of the Healthcare System and Imbuing the Program with Values; Phase 2: Is the Program Feasible?; Phase 3: Is the Program Sustainable? --
How to Stay Alive and Grow; Conclusion; References; Chapter 4: Integration Is the Key; Professor of Pediatrics (Pediatric Hematology), ; Alfaisal University, Riyadh, Kingdom of Saudi Arabia; Abstract; Introduction; History; How Did Our Current Concept of Integration Develop over Time? Many Facets of IntegrationIs There Only One Type or Way of Integration?; Integration and Teaching/Learning Strategies; Are Learning Methods and Strategies Important to Achieve Integration?; Outcomes and Integration; What Is the Relevance between Outcomes, Outcome-Based Learning and Integration?; Vertical Integration throughout the Entire Curriculum; The Problem of Achieving Vertical Integration in Clinical Clerkships; How Can Vertical Integration Be Achieved in All Phases?; Models for Integration in Clinical Clerkship Phase; How Should the Basic Science Topics Be Chosen?
Series Title: Public health in the 21st century series.

Abstract:

Due largely to the explosion of information related to molecular medicine, the introduction of new courses and concepts behind professional skill, medical ethics and mechanism of actions of new drugs, the medical curriculum has now become more crowded than ever. This is complicated by the fact that the time to study medicine has become compressed over the past two decades. Thus, if we have to bring 21st century curriculum to the medical students we must be innovative in terms of our approach to design a very compact curriculum in the presence of decreased contact hours to fulfill the need of m.

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