Azer Samy A
University of Toyama, School of Medicine, Toyoma, Japan.
Ann Saudi Med. 2007 May-Jun;27(3):153-7. doi: 10.5144/0256-4947.2007.153.
Over the last 30 years, several changes have been introduced in medical education including the introduction of new contextualized approaches to instruction (e.g., problem-based learning [PBL]), the use of multimedia to enhance self-directed learning, the use of an integrated curriculum to address basic and clinical sciences, and the introduction of new formative and summative assessment tools that match with the curriculum changes. However, several challenges face medical education and need to be carefully researched. The list may be long and these challenges may vary depending on the needs of local and international health systems, the availability of resources, the vision of medical leaders and how they see these challenges and their impact. This paper discusses a number of challenges facing medical education including the selection of medical students and the validity of selection tools, students' learning skills, what makes a good medical curriculum, and the challenges facing a PBL curriculum.
在过去30年里，医学教育发生了一些变革，包括引入新的情境化教学方法（如基于问题的学习[PBL]）、利用多媒体加强自主学习、采用整合课程来涵盖基础科学和临床科学，以及引入与课程变革相匹配的新型形成性和总结性评估工具。然而，医学教育面临着一些挑战，需要仔细研究。这份清单可能很长，而且这些挑战可能因地方和国际卫生系统的需求、资源的可用性、医学领导者的愿景以及他们如何看待这些挑战及其影响而有所不同。本文讨论了医学教育面临的一些挑战，包括医学生的选拔以及选拔工具的有效性、学生的学习技能、优质医学课程的构成要素，以及PBL课程面临的挑战。
