| Document Type
|
:
|
BL
|
| Record Number
|
:
|
889870
|
| Main Entry
|
:
|
D, Kadambari
|
| Title & Author
|
:
|
Improving discipline-based undergraduate medical curriculum : : an evidence informed approach /\ Kadambari D, Kumar S, Zayapragassarazan Z, Parija SC.
|
| Publication Statement
|
:
|
Singapore :: Springer,, 2018.
|
| Page. NO
|
:
|
1 online resource
|
| ISBN
|
:
|
9789811313103
|
|
|
:
|
: 9811313105
|
|
|
:
|
9789811313097
|
|
|
:
|
9811313091
|
| Bibliographies/Indexes
|
:
|
Includes bibliographical references.
|
| Contents
|
:
|
Intro; Preface; Contents; About the Authors; Part I: An Appraisal of Discipline-Based Undergraduate Medical Curriculum; 1: Appraising the Curriculum; 1.1 Introduction; 1.2 Strengths of Discipline-Based Undergraduate Medical Curriculum; 1.2.1 Existing Discipline-Based Departmental Organization; 1.2.2 Teaching of Fundamentals of Disciplines; 1.3 Limitations of Discipline-Based Undergraduate Medical Curriculum; 1.3.1 Factual Information Overload; 1.3.2 Isolated Learning and Assessment; 1.3.3 Teacher-Centred Approach; 1.3.4 Opportunistic Clinical Teaching-Learning.
|
|
|
:
|
1.3.5 Neglect of MBBS Programme Goals1.3.6 Resistance to Change; References; Part II: Research and Evidence in Education for Improving Discipline-based Undergraduate Medical Curriculum; 2: Using Research and Evidence; 2.1 What Is Evidence in Education?; 2.2 Educational Research; 2.2.1 Paradigms and Approaches; 2.2.2 Syntheses of Educational Research; 2.2.3 Teacher as Researcher and the Place of Action Research; 2.3 Learning Theories; 2.4 The Research Scene in Medical Education; 2.5 Bridging the Research-Practice Gap: Appraising the Research and Using the Evidence; References.
|
|
|
:
|
3.4.1 Training for Health Equity Network (THEnet)3.4.2 Global Consensus for Social Accountability of Medical Schools (GCSA); 3.4.3 The Lancet Commission Report; 3.4.4 WFME Global Standards for Quality Improvement in Basic Medical Education; 3.4.5 ASPIRE Recognition of Excellence in Social Accountability of a Medical, Dental and Veterinary School; 3.4.6 Frameworks for Evaluation of Social Accountability of Medical Schools; 3.5 Improving Social Accountability in Undergraduate Medical Education; 3.5.1 Educational Measures; 3.5.1.1 Four Values/Principles of Social Accountability.
|
|
|
:
|
3.5.1.2 Assessment of Health Needs in Collaboration with Stakeholders3.5.1.3 Need-Based Selection of Students; 3.5.1.4 Focus on Social Accountability; 3.5.1.5 Use of Outcome-Based Education; 3.5.1.6 Evaluation of Impact of Educational Programme on Health Needs; 3.5.1.7 Use of Collaboration with Stakeholders; 3.5.2 General Measures; References; 4: Basics of Curriculum and Curriculum Change; 4.1 Introduction; 4.2 Why Should We Plan?; 4.3 What Is a Curriculum?; 4.4 Components of a Curriculum Document; 4.4.1 Curriculum; 4.4.1.1 Purposes of the Programme; 4.4.1.2 Outcomes.
|
|
|
:
|
Part III: Improving Discipline-based Undergraduate Medical Curriculum3: Social Accountability; 3.1 Introduction; 3.2 Rationale for Social Accountability; 3.2.1 Human Right to Health; 3.2.2 Health for All by the Year 2000; 3.3 Social Accountability of Medical Schools; 3.3.1 Definition; 3.3.2 Four Values/Principles of Social Accountability; 3.3.3 Social Responsibility, Social Responsiveness and Social Accountability; 3.3.4 Scope of Social Accountability of Medical Schools; 3.4 Increasing Acceptance of Social Accountability in the Twenty-First Century.
|
| Abstract
|
:
|
The past few decades have seen the increasing use of evidence in all aspects of healthcare. The concept of evidence-informed healthcare began in the 1990s as evidence-informed practice, and has since become widely accepted. It is also accepted that the training of medical graduates must be informed by evidence obtained from educational research. This book utilizes an evidence-informed approach to improve discipline-based undergraduate medical curricula. Discipline-based undergraduate medical curricula represent a widely adopted choice for undergraduate medical education around the world. However, there have been criticisms leveled against the discipline-based approach. One of the shortcomings cited is that students are insufficiently equipped to meet the challenges of today's healthcare. As a result, various strategies have been proposed. One option, currently in vogue, is the outcome-based approach, wherein the exit behaviors of medical graduates are explicitly examined and used to guide the educational process. The shortcomings present in discipline-based undergraduate medical curricula can be overcome by the strengths of these strategies. This book recommends improving discipline-based undergraduate medical curricula by combining several strategies, including the adoption of an outcome-based approach and the use of evidence-informed implementable solutions. The book is relevant for all faculty, administrators and policymakers involved in undergraduate medical education, and can also be used as a resource for faculty development.
|
| Subject
|
:
|
Medicine-- Curricula.
|
| Subject
|
:
|
Medicine-- Study and teaching (Higher)
|
| Subject
|
:
|
HEALTH FITNESS-- Holism.
|
| Subject
|
:
|
HEALTH FITNESS-- Reference.
|
| Subject
|
:
|
MEDICAL-- Alternative Medicine.
|
| Subject
|
:
|
MEDICAL-- Atlases.
|
| Subject
|
:
|
MEDICAL-- Essays.
|
| Subject
|
:
|
MEDICAL-- Family General Practice.
|
| Subject
|
:
|
MEDICAL-- Holistic Medicine.
|
| Subject
|
:
|
MEDICAL-- Osteopathy.
|
| Subject
|
:
|
Medicine-- Study and teaching (Higher)
|
| Subject
|
:
|
Medicine: general issues.
|
| Subject
|
:
|
Teaching of a specific subject.
|
| Dewey Classification
|
:
|
610.71
|
| LC Classification
|
:
|
R834
|
| Added Entry
|
:
|
S, Kumar
|
|
|
:
|
SC, Parija
|
|
|
:
|
Z, Zayapragassarazan
|