Transforming medical education to strengthen the properly being expert teaching in Viet Nam_ A case analysis
The competency-based undergraduate curriculum reform on the School of Treatment and Pharmacy at Ho Chi Minh Metropolis, School of Treatment (UMP-FM) is detailed and reviewed in reference to the tutorial and institutional reforms, and enabling actions actually helpful by the Lancet 2010 Charge for Effectively being Expert Education. Key goals are to: revise the overall 6-year curriculum to be further built-in and competency-based; reinforce school college students’ knowledge utility, problem-solving, medical competence, self-directed learning and mild experience; develop a whole and performance-based scholar analysis programme; and arrange a whole top quality monitoring programme to facilitate modifications and enhancements. New choices embrace early introduction to the apply of medicine, family- and community-based medicine, professionalism, interprofessional education, electives experiences, and a scholarly enterprise. Institutional reform introduces a college enchancment programme, joint planning mechanism, a “custom of important inquiry”, and a transparent school reward system. Courses learnt from the curriculum reform at UMP-FM might very properly be helpful to medical faculties from low- and middle-income worldwide areas considering transitioning from a standard to a competency-based curriculum.
Background and rationale
1 Flexner A. A Report again to the Carnegie Foundation for the Improvement of Instructing. Bulletin No. 4. Modern medical education in Viet Nam started inside the early twentieth century. Historically, this adopted Flexner’s model,and was centred spherical science-based education, focused on precept and hospital-based apply, was teacher-centred, and had no integration between main and medical science.
An obligatory energy of the pre-reform curriculum at UMP-FM was the start of medical experiences inside the second 12 months of medical school. Weaknesses inside the preclinical years included a shortage of built-in curriculum and an overloaded curriculum. There was a heavy reliance on standard lectures and passive learning that was predominantly teacher-focused. Furthermore, there was no specific emphasis on school college students’ abilities to utilize and apply knowledge within the course of problem-solving.
The pre-reform medical curriculum relied on quite a few fast medical subspecialities packages, focussed further on in-hospital than group/outpatient care, and had a extreme student-to-faculty ratio. There was a shortage of emphasis on mild experience equal to professionalism, communication, doctor-patient relationship, teamwork, lifelong learning, and medical ethics. These, coupled with the scarcity of a whole and atmosphere pleasant monitoring and analysis system, resulted in an incapability to judge adequately and ensure the validity of students’ learning and medical competence. Lastly, there have been no scholar electives, and educating of certain topics was compulsory in Viet Nam equal to Nationwide Defence, Marxist-Leninist philosophy, and Ho Chi Minh’s ideology.
2 Frenk J
et al. Effectively being professionals for a model new century: transforming education to strengthen properly being methods in an interdependent world. 2 Frenk J
et al. Effectively being professionals for a model new century: transforming education to strengthen properly being methods in an interdependent world. Although medical curriculum reform at School of Treatment and Pharmacy at Ho Chi Minh Metropolis, School of Treatment (UMP-FM) was not primarily based totally on the Lancet Charge for Effectively being Expert Education “Reforms for a second century”,quite a few reform processes/actions are per the Charge’s strategies. This case analysis makes use of strategies regarding instructional and institutional reforms, enabling actionsand meant targets as a framework to analysis elements of curriculum reform at UMP-FM, and evaluates progress at twelve years after conception, enchancment and implementation.
The aim was to transition from a discipline- and knowledge-based curriculum to an built-in, system- and competency-based curriculum. Key choices embrace: vertical and horizontal curriculum integration; student-centred technique; emphasis on main care, professionalism and interprofessional education; further practice- (versus theory-) based teaching; development from hospital-based to hospital- and community-based apply; self-directed learning course of; reducing curriculum overload; rising time for self-directed learning; formative and summative performance-based analysis; and just-in-time school strategies to evaluate scholar competencies.