TY - JOUR
T1 - Going beyond competencies
T2 - Building blocks for a patient- and population-centered medical curriculum
AU - Magzoub, Mohi Eldin
AU - Taha, Mohammed Hassan
AU - Waller, Susan
AU - Al Eissa, Awad Mansour
AU - Hamdy, Hossam
AU - Norcini, John
AU - Al Marzooqi, Saeeda
AU - Shaban, Sami
AU - Elhassan Abdalla, Mohammed
AU - Schmidt, Henk
N1 - Publisher Copyright:
© 2024 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2024
Y1 - 2024
N2 - Introduction: Changing health care requires changing medical education. In this position paper it is suggested that subsequent innovations in medical education each had their specific strengths and shortcomings. What they have, however, in common is that they place the medical student and their competencies at their center. Innovation in medical education is inward looking. Discussion: The authors propose a perspective on the medical curriculum in which the patient, their family, and the surrounding community take center stage. They argue that present medical education cannot adequately respond to the great challenges to population health: an aging population, the obesity epidemic, and future pandemics of new diseases due to population growth, urbanization, and antimicrobial resistance, particularly because these challenges cannot be dealt with by the medical sciences alone but need deep understanding of the social sciences as well. In addition, the practice of health care is changing: effective health care demands a close partnership between the health care system and the medical school which is mostly lacking, cooperation with other health professions is becoming more and more necessary in response to the increasing complexity of health care, patients and their families are required to play a more active role in their health, medical error threatening patient safety is becoming to be seen as a huge problem, and the emergence of artificial intelligence in education and practice, all requiring transformation of medical education. Conclusion: The present contribution suggests eight such transformations necessary to create a truly patient- and population-centered medical curriculum.
AB - Introduction: Changing health care requires changing medical education. In this position paper it is suggested that subsequent innovations in medical education each had their specific strengths and shortcomings. What they have, however, in common is that they place the medical student and their competencies at their center. Innovation in medical education is inward looking. Discussion: The authors propose a perspective on the medical curriculum in which the patient, their family, and the surrounding community take center stage. They argue that present medical education cannot adequately respond to the great challenges to population health: an aging population, the obesity epidemic, and future pandemics of new diseases due to population growth, urbanization, and antimicrobial resistance, particularly because these challenges cannot be dealt with by the medical sciences alone but need deep understanding of the social sciences as well. In addition, the practice of health care is changing: effective health care demands a close partnership between the health care system and the medical school which is mostly lacking, cooperation with other health professions is becoming more and more necessary in response to the increasing complexity of health care, patients and their families are required to play a more active role in their health, medical error threatening patient safety is becoming to be seen as a huge problem, and the emergence of artificial intelligence in education and practice, all requiring transformation of medical education. Conclusion: The present contribution suggests eight such transformations necessary to create a truly patient- and population-centered medical curriculum.
KW - Medical education
KW - artificial intelligence
KW - patient- and population-centered curriculum
KW - workplace-based teaching
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U2 - 10.1080/0142159X.2024.2412786
DO - 10.1080/0142159X.2024.2412786
M3 - Article
C2 - 39480999
AN - SCOPUS:85209080027
SN - 0142-159X
VL - 46
SP - 1568
EP - 1574
JO - Medical Teacher
JF - Medical Teacher
IS - 12
ER -