Medical Education Centre, School of Medicine, University of Nottingham, Nottingham, UK
Dermatology, University Hospitals of Derby & Burton NHS Foundation Trust, Derby, UK.
BMJ Open. 2019 Aug 30;9(8):e027369. doi: 10.1136/bmjopen-2018-027369.
The General Medical Council (GMC) recommends medical schools to develop and implement curricula enabling students to achieve the required learning outcomes. UK medical schools follow the GMC's Outcomes for graduates, which are generic. GMC plans to introduce a national Medical Licensing Assessment (MLA) for the medical graduates wanting to practise medicine in the UK in 2022. With no standardised or unified undergraduate (UG) curriculum in UK, various specialties have expressed concerns about not being represented in medical schools and developed specialty-specific core curricula. The aim of this review was to identify learned bodies who have developed a core curriculum for UK medical schools and highlight the drivers, gaps and future approaches to curricular development and implementation.
A literature search was conducted using online databases (EMBASE, MEDLINE, ERIC, HMIC, PubMed and CDSR), search engines and related websites (Google and Google Scholar, Department of Health, GMC and BMA) for relevant articles from 1996 to 5 March 2019 (~20 years). A methodological framework to map the key concepts of UG medical curriculum was followed. Any relevant body with a core curriculum for UK medical UGs was included.
A total of 1283 articles were analysed with 31 articles included in the qualitative synthesis, comprising 26 specialties (clinical n=18, foundation subjects n=4 and professionalism related n=4). WHO, European and national (eg, Royal Colleges of UK) specialty bodies provided specific core learning outcomes for the medical graduates. Patient safety, disease burden, needs of society and inadequate preparedness of medical graduates were drivers for the development of these curricula.
This is the first comprehensive review of literature on UG core curricula recommending minimum standards on knowledge and skills, in alignment with GMC's Outcomes for graduates for all the UK medical students. Adopting and assessing unified standards would help reduce variability across UK medical schools for both generic and specialty-specific competencies.
英国医学总会 (GMC) 建议医学院制定并实施课程，使学生能够达到所需的学习成果。英国的医学院遵循 GMC 的毕业生成果，这些成果是通用的。GMC 计划在 2022 年为希望在英国从事医学工作的医学毕业生引入国家医学许可评估 (MLA)。由于英国没有统一的本科 (UG) 课程，各个专业都对自己在医学院中没有得到体现表示担忧，并制定了专业核心课程。本研究的目的是确定为英国医学院制定核心课程的专业机构，并强调课程开发和实施的驱动因素、差距和未来方法。
使用在线数据库（EMBASE、MEDLINE、ERIC、HMIC、PubMed 和 CDSR）、搜索引擎和相关网站（Google 和 Google Scholar、卫生部、GMC 和 BMA），从 1996 年至 2019 年 3 月 5 日（约 20 年）进行文献检索，以查找相关文章。遵循了一个用于映射 UG 医学课程关键概念的方法论框架。包括所有为英国 UG 医学课程制定核心课程的相关机构。
共分析了 1283 篇文章，其中 31 篇文章纳入定性综合分析，包括 26 个专业（临床 18 个、基础学科 4 个和与专业相关的 4 个）。世界卫生组织、欧洲和国家（如英国皇家学院）专业机构为医学毕业生提供了具体的核心学习成果。患者安全、疾病负担、社会需求和医学毕业生准备不足是制定这些课程的驱动因素。
这是第一篇关于 UG 核心课程的综合文献综述，建议所有英国医学生都应遵循 GMC 的毕业生成果，制定最低知识和技能标准。采用和评估统一标准将有助于减少英国各医学院之间通用和专业特定能力的差异。
