Kopelman Peter
St George's, University of London.
Future Hosp J. 2014 Jun;1(1):41-46. doi: 10.7861/futurehosp.14.011.
Many of the issues faced by undergraduate medical students and those planning their curriculum are not new. William Osler, Abraham Flexner and the General Medical Council have in turn made significant contributions to shaping today's UK undergraduate medical curriculum. It is anticipated that the reports from Robert Francis, Don Berwick and the Future Hospitals Commission about patient safety and quality of care will inform future planning. An increasing curriculum challenge is the achievement of an appropriate balance between biomedical and behavioural sciences in the context of progressive advances in basic and clinical science and increasing professional scrutiny. This requires agreement about the clinical knowledge and skills necessary at the time of registration, and true recognition of the continuum of learning from medical school to the time of retirement. The GMC's Tomorrow's Doctors defines outcomes from undergraduate medical training; this paper identifies 10 principles for curriculum planning to link theoretical educational concepts to practical clinical implementation. Such principles recognise the importance of reducing the burden of learning for an undergraduate student while reinforcing the relevance of generic clinical skills for competent and safe practice.
本科医学生及其课程规划者面临的许多问题并非新鲜事。威廉·奥斯勒、亚伯拉罕·弗莱克斯纳和英国医学总会都先后为塑造当今英国本科医学课程做出了重大贡献。预计罗伯特·弗朗西斯、唐·贝里克和未来医院委员会关于患者安全和医疗质量的报告会为未来规划提供参考。在基础和临床科学不断进步以及专业审查日益严格的背景下，课程面临的一个日益严峻的挑战是在生物医学和行为科学之间实现适当平衡。这需要就注册时所需的临床知识和技能达成共识，并真正认识到从医学院到退休的持续学习过程。英国医学总会的《明日医生》明确了本科医学培训的成果；本文确定了10条课程规划原则，以将理论教育概念与实际临床应用联系起来。这些原则认识到减轻本科生学习负担的重要性，同时强化通用临床技能对于胜任和安全执业的相关性。
