Reddi Sachin, Javidi Daryoush
Medical Education, California University of Science and Medicine, Colton, USA.
Cureus. 2025 Apr 10;17(4):e82015. doi: 10.7759/cureus.82015. eCollection 2025 Apr.
Medical education is a continuously evolving discipline that requires ongoing curriculum reform to align with the changing healthcare landscape. The increasing complexity of patient care, advancements in medical technology, and the need for physicians to possess both clinical acumen and humanistic qualities necessitate a re-evaluation of traditional medical training approaches. This narrative review critically examines the structure of medical school curricula, including teaching methods, assessment strategies, and technological integration. It explores evidence-based strategies and emerging trends to identify critical gaps and provide recommendations and areas for further research. Various teaching methods are compared and contrasted, including integrated and traditional curricula, problem-based and team-based learning, early and late clinical exposure, and interdisciplinary education. Assessment strategies examined include written exams and objective structured clinical examinations (OSCEs), along with formative and summative assessments. The integration of technology, particularly virtual reality (VR) and artificial intelligence (AI), is also discussed. For the review, we utilized SciSpace (PubGenius Inc.; https://scispace.com), a search engine that provides access to a vast collection of peer-reviewed research papers from various databases. We assessed for bias and quality, including all papers from this century that contained the relevant keywords and key phrases. A narrative critical review style was chosen for its flexibility to provide insight into the current body of literature on this topic, in contrast to an empirical systematic review that is more comprehensive. Our findings indicate that institutions are transitioning from a traditional to an integrated curriculum. Incorporating both problem-based and team-based learning proves more effective in curriculum design. The costs and benefits of OSCEs should be weighed individually by each school to guide efficient implementation. Furthermore, both formative and summative assessments are vital. AI and VR are essential as medical education evolves and require continuous monitoring. Additionally, early clinical exposure is more beneficial for students, and interdisciplinary education fosters better patient outcomes.
医学教育是一门不断发展的学科，需要持续进行课程改革，以适应不断变化的医疗环境。患者护理的日益复杂、医学技术的进步，以及医生具备临床敏锐度和人文素养的必要性，都需要对传统医学培训方法进行重新评估。这篇叙述性综述批判性地审视了医学院课程的结构，包括教学方法、评估策略和技术整合。它探讨了基于证据的策略和新出现的趋势，以找出关键差距，并提供建议和进一步研究的领域。比较和对比了各种教学方法，包括综合课程和传统课程、基于问题的学习和基于团队的学习、早期和晚期临床接触以及跨学科教育。所考察的评估策略包括笔试和客观结构化临床考试（OSCE），以及形成性评估和总结性评估。还讨论了技术的整合，特别是虚拟现实（VR）和人工智能（AI）。在本次综述中，我们使用了SciSpace（PubGenius公司；https://scispace.com），这是一个搜索引擎，可提供来自各种数据库的大量同行评审研究论文。我们评估了偏倚和质量，包括本世纪所有包含相关关键词和关键短语的论文。选择叙述性批判性综述的风格，是因为它具有灵活性，能够深入了解关于该主题的当前文献，这与更全面的实证系统综述形成对比。我们的研究结果表明，各院校正在从传统课程向综合课程转变。在课程设计中，将基于问题的学习和基于团队的学习结合起来被证明更有效。每所学校应单独权衡OSCE的成本和收益，以指导高效实施。此外，形成性评估和总结性评估都至关重要。随着医学教育的发展，人工智能和虚拟现实至关重要，需要持续监测。此外，早期临床接触对学生更有益，跨学科教育能带来更好的患者治疗效果。
