Henriquez Génesis S, Caceres Carranza Fernando J, Varela Kristopher J, Salinas Ulloa Julia C, Reyes Rossana, Solano Jhiamluka
Medicine, Asociación de Educación Médica Hondureña, Tegucigalpa, HND.
Hospitalization, Roatan Hospital, Roatan, HND.
Cureus. 2024 Sep 5;16(9):e68729. doi: 10.7759/cureus.68729. eCollection 2024 Sep.
Medical education worldwide has undergone numerous stages of reform. Cultural and financial restraints have decelerated progress in developing countries. Current reforms should focus on creating integrated, competency-based, and student-centered curricula that emphasize patient-centered care. The following review of literature published between 2014 and 2023 on global curricular reforms highlighted key components, challenges, and strategies for implementing or evaluating undergraduate medical programs that prioritize student-centered approaches and competency-based models. This review also compared the current curriculum at the National Autonomous University of Honduras (UNAH) with these international experiences to suggest strategies in order to encourage significant reform. The following review identified 47 articles that provided insights into ideal contexts for curricular reforms, while 15 publications detailed the current state of the UNAH medical curriculum and its potential weaknesses. Additionally, 25 articles discussed specific reforms in other countries, offering valuable results and conclusions for consideration. Drawing from these models and experiences, strategies were proposed for UNAH's curriculum reform, including identifying basic needs, defining project vision, training teaching staff and students, and integrating multidisciplinary teams of experts. Although training all teaching staff abroad may be financially unfeasible, selecting and training key individuals to train others could be a viable alternative. Successful reform requires a comprehensive, periodic, and systematic evaluation. Despite the challenges faced by developing countries, global experiences with alternative reform models offer promising solutions, providing an opportunity for the Faculty of Medical Sciences at UNAH to overcome local limitations and fulfill the primary task of training professionals who are clinically, ethically, and adaptively competent, with a focus on patient-centered and primary care approaches.
全球医学教育经历了多个改革阶段。文化和资金限制减缓了发展中国家的改革进程。当前的改革应侧重于创建以综合、能力为基础且以学生为中心的课程体系，强调以患者为中心的护理。以下对2014年至2023年间发表的关于全球课程改革的文献综述，突出了实施或评估优先采用以学生为中心的方法和基于能力的模式的本科医学课程的关键组成部分、挑战及策略。本综述还将洪都拉斯国立自治大学（UNAH）的现行课程与这些国际经验进行了比较，以提出鼓励重大改革的策略。以下综述确定了47篇文章，这些文章提供了有关课程改革理想背景的见解，而15篇出版物详细介绍了UNAH医学课程的现状及其潜在弱点。此外，25篇文章讨论了其他国家的具体改革，提供了值得考虑的宝贵结果和结论。借鉴这些模式和经验，为UNAH的课程改革提出了策略，包括确定基本需求、界定项目愿景、培训教师和学生，以及整合多学科专家团队。尽管在国外培训所有教师在资金上可能不可行，但挑选和培训关键人员以培训其他人可能是一个可行的选择。成功的改革需要全面、定期和系统的评估。尽管发展中国家面临挑战，但替代改革模式的全球经验提供了有前景的解决方案，为UNAH医学科学院提供了一个机会，以克服当地限制并完成培养在临床、伦理和适应能力方面称职的专业人员的主要任务，重点是以患者为中心和初级保健方法。
