Quintero Gustavo A
School of Medicine and Health Sciences, Universidad del Rosario, Carrera 24 # 63C-69, Bogota, Colombia.
BMC Med. 2014 Nov 12;12:213. doi: 10.1186/s12916-014-0213-3.
Medical education has been the subject of ongoing debate since the early 1900s. The core of the discussion is about the importance of scientific knowledge on biological understanding at the expense of its social and humanistic characteristics. Unfortunately, reforms to the medical curriculum are still based on a biological vision of the health-illness process. In order to respond to the current needs of society, which is education's main objective, the learning processes of physicians and their instruction must change once again. The priority is the concept of the health-illness process that is primarily social and cultural, into which the biological and psychological aspects are inserted. A new curriculum has been developed that addresses a comprehensive instruction of the biological, psychological, social, and cultural (historical) aspects of medicine, with opportunities for students to acquire leadership, teamwork, and communication skills in order to introduce improvements into the healthcare systems where they work.
自20世纪初以来，医学教育一直是持续争论的主题。讨论的核心是科学知识对生物学理解的重要性，而忽视了其社会和人文特征。不幸的是，医学课程改革仍然基于对健康 - 疾病过程的生物学视角。为了满足社会当前的需求（这是教育的主要目标），医生的学习过程及其教学必须再次改变。重点是将主要是社会和文化的健康 - 疾病过程的概念，其中生物学和心理学方面被纳入其中。已经开发了一门新课程，该课程全面讲授医学的生物学、心理学、社会和文化（历史）方面，为学生提供获得领导能力、团队合作和沟通技巧的机会，以便在他们工作的医疗系统中引入改进措施。
