From Traditional to Patient-Centered Learning: Curriculum Change as an Intervention for Changing Institutional Culture and Promoting Professionalism in Undergraduate Medical Education.  

Oleh:

Christianson, Charles E ; McBride, Rosanne B ; Vari, Richard C. ; Olson, Linda ; Wilson, H. David

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Academic Medicine (Journal of the Association of American Medical Colleges) vol. 82 no. 11 (Nov. 2007), page 1079.

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Perpustakaan FK Nomor Panggil: A33.K Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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The authors reframe a curriculum change from a traditional lecture-based to an integrated patient-centered approach as an intervention for changing the culture and hidden curriculum of and institution in ways that promote professionalism. Within this context, the authors articulate some of the inherent process and relational factors brought about by these curricular changes that are essential elements of this intervention process. In 1998 the University of North Dakota school of Medicine and Health Sciences (UNDSMHS) introduced a new preclinical patient-centered learning (PCL) curriculum for first-and second-year medical students. case-based, small-group learning forms the critical foundation of the PCL process, and an integrated basic and clinical science didactic component supports this process. At the sudent level, the case based PCL process generates innovative opportunities for professionalism education from the esplicitly articulated formal content that areses barurally from the cases, but more importantly from the implicit values inherent to the PCL small-group process itself-humanism, accountability, pursuit of excellence, and altruism, Further, the organizational changes necessary for the transformation to the PCL curriculum required process changes at strudent, faculty, and administrative levels that have resulted in a cultural shift toward relationship canteredness within the institution. The authors describe the evolution and structure of the PCL curriculum at UNDSMHS and how this curricular transformation has served as an intervention that promotes. Professionalism and institutional culture change through (1) processes at the student level that present new opportunities for professionalism education, and (2) processes at student, faculty, administrative, and institutional culture that supports, models, and promotes relationship-centered professional values.

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