The revamp of medicine! Since more than decades, there was no change in the curriculum of medical education as far as referring to Harvard Medical School! But why were officials so keen on changing the system all of a sudden? WHAT made them change WHAT?
According to sources referred the change of medical curriculum happened in early 2015 after a huge gap from 1980.
The officials made discipline as the first major change. After the professors overhaul the medical curriculum with drastic redesign professors add “It will require medical students to learn more actively rather memorizing the material and they should be aware of the major changes over the last 30 years”. The lack of proper doctors with lack of proper knowledge made higher officials revamp the system.
Facts that gave birth to redesign?
- The main fact is “COURSE CONTENT”, apart from the area of study student should also be aware of multiple topics and disciplines.
- The other major thing that is changed is the way how students are taught, the redesigned curriculum states professors should use flipped classrooms rather than the old traditional class format.
- Students need clinical and practical experiments from 14 months after their medical start. Previously it was after 18 months. It’s revamped because students can enact their activity and get more experience.
Motivation and Correlations
- According to popular myth “motivation makes people think better” but along with motivation other activities are also important.
- Relating every activity to the work is very much important, relating includes a practical way of approach to the traditional format lecture.
Doctors without ANATOMY? Why is anatomy important?
Anatomy in medical was declined for many years and recently the revamp of medical curriculum made clear that anatomy is must because doctors without anatomy are like moles. The basic thing a doctor must know is which organism have what kind of structure, so it is important to include anatomy!
Medical education–time to reform: Our model of education and teaching is almost a century old, to meet the need of the growing world its time to reform our thinking, education and everything. Revamping is needed to make future better!
Conclusion:
“There’s a vast need to change the curriculum in the medical field because the doctor-patient ratio is turning very less which is indicating the lack of doctors in the world”. And the biggest change should be made in conducting exams and allotting seats to particular students rather than in curriculum.
In India, students face a lot of problems while preparing for entrance test because of the reservation system in the democratic nation. The talent is not being realized by the people. The one who doesn’t deserve to serve are serving the people which are leading to the loss of proper doctors
Let us end it with a notable Discussion on reforming medical education according to a professor:
DuPont, Houston: Thank you very much Tom. I’ve been very impressed with the thinking at Emory and with the institutional commitment to improve education. The challenges are incredible. The faculty at all of our schools want to give all facts known to our students. They all have their own body of knowledge, and they think the students need to learn all this information. The students who are eager to find out which end of the stethoscope to put in their ears are looking for drugs and doses and things that are not what is needed. And then when they finish training and take the Boards a closed book secure exam again focuses on knowledge of factual information. We need to teach mechanisms and how they can learn on the job from their patients as they go along. Board exams for doctors should follow the lead seen with simulated pilot testing for the aviation industry, which doesn’t focus on just facts but what can be done. Why can’t we do the same for medical students and doctors and give them simulated patients to see how efficiently they reach the proper diagnosis and institute optimal therapy?
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