Weatherall Institute of Molecular Medicine, University of Oxford, Oxford, UK.
Med Educ. 2011 Jan;45(1):44-50. doi: 10.1111/j.1365-2923.2010.03761.x.
An important issue facing medical education concerns whether integrating the bioscientific basis of medical practice and research with other subject matter in so-called 'self-directed learning approaches' will ensure that medical graduates meet the needs of the 21st century.
Although it may be possible to continue to integrate the more traditional medical sciences such as anatomy and physiology throughout the student curriculum, given the rapid development, continuous change and increasing breadth of the other biological sciences that underpin medical research and practice, and in view of the increasingly narrow specialisation of many clinical departments, it may become increasingly difficult to maintain courses in which the medical sciences and clinical practice are partially or totally integrated.
The 100th anniversary of the Flexner Report is an appropriate time to revisit some of the principles that it contains and, in particular, to discuss whether well-intentioned efforts to humanise students' medical school experiences and to make students more responsive to the needs of patients threaten a core value that is as relevant as it was in Flexner's day: namely, competence in contemporary biomedical science.
医学教育面临的一个重要问题是，将医学实践和研究的生物科学基础与所谓的“自主学习方法”中的其他学科内容相结合，是否能确保医学毕业生满足 21 世纪的需求。
尽管在学生课程中继续整合更传统的医学科学（如解剖学和生理学）是有可能的，但鉴于支撑医学研究和实践的其他生物科学的快速发展、持续变化和不断扩大，以及许多临床科室的专业化程度越来越高，部分或完全整合医学科学和临床实践的课程可能会变得越来越困难。
《弗莱克斯纳报告》发表 100 周年之际，正是重新审视其中一些原则的恰当时机，特别是要讨论善意的努力使学生的医学院经历人性化，并使学生对患者的需求更有响应，是否会威胁到与弗莱克斯纳时代同样相关的核心价值：即当代生物医学科学的能力。
