Rosselot Eduardo
Departamento de Educación en Ciencias de la Salud, Facultad de Medicina, Universidad de Chile.
Rev Med Chil. 2003 Mar;131(3):331-7.
Changes in physicians education and practice induce, nowadays persistent modifications in program's curricula and contents and in learning methodologies, in almost all medical schools and countries. In many of these, and in Chile, this process shows some peculiarities due to the unusual proliferation of medical schools and their differing proposals about the profile of the professional training based on epidemiological considerations and teaching resources. The institutional initiatives leading to reforms, have defined quality and pertinence of these programs and profiles, as it has been the case of the curricular renewal in the University of Chile School of Medicine. Relevant to this reform have been: 1) the introduction of communication skills, pursuing to increase humanistic contents, to improve patient doctor relationship and to accomplish the actual goals of medicine, and 2) capacitating the faculty in the proper disciplines and competencies, for better application of new knowledge and teaching tools to improve learning of the health professionals. Prospective evaluation of these changes will allow us to assess, with best evidence, its definitive role, that is momentarily availed by student's satisfaction.
如今，在几乎所有医学院校和国家，医师教育与实践的变革促使课程设置、内容以及学习方法持续发生改变。在其中许多院校以及智利，由于医学院校异常增多，且基于流行病学考量和教学资源，它们对专业培训的要求也各不相同，这一过程呈现出一些独特之处。引发改革的机构举措明确了这些课程和要求的质量及相关性，智利大学医学院的课程更新便是如此。与此次改革相关的举措包括：1）引入沟通技巧，旨在增加人文内容，改善医患关系，实现医学的实际目标；2）使教师具备适当的学科知识和能力，以便更好地应用新知识和教学工具，提升卫生专业人员的学习效果。对这些变革进行前瞻性评估，将使我们能够依据最佳证据评估其最终作用，而目前这种作用仅体现在学生的满意度上。
