Medical Education: Past and Present
Tóm tắt
Background/Objectives: Medical education has transformed dramatically over the past two centuries, moving from the apprenticeship model to the Flexnerian approach, and now to the Outcome-Based Medical Education (OBME). This review explores the journey of these transformation, focusing on evolution and challenges of OBME.
Methods: A comprehension review of the literature was conducted to examine the historical progression of Medical Education.
Results: The apprenticeship model, which dominated until the 19th century, relied on students learning through hands-on observation of residents and attendings. In the mid 19th century, Abraham Flexner, though not a doctor or a medical educator, revolutionized medical education by introducing a strong scientific foundation. This model included 1-2 years of basic sciences followed by 2-3 years of clinical training. While the Flexnerian model shaped modern medical schools, it was criticized for separating basic and clinical sciences, causing to a disconnect between education and real- world healthcare needs. In response, global reforms led by organizations like the World Federation for Medical Education (WFME) introduced the OBME framework. OBME emphasizes a competency-based approach, aligning medical training with community health needs and focusing on students achieving specific, measurable competencies. Despite its advantages, OBME faces challenges such as inconsistent definitions of competencies, concerns over the reliability of assessments, and high demands on faculty. Overcoming these issues requires professional expertise from medical educators and strong support from medical schools for faculty development.
Conclusions: In summary, modern medical education has struggled to balance theory and practice. Traditional models faced criticized for separating basic sciences from clinical practice, while OBME-based reforms now emphasize active learning, integrated disciplines, need-based approach. Strong stakeholder commitment is essential for the successful design, implementation, and evaluation of OBME.
DOI: 10.59715/pntjmp.4.3.1
