Trends in medical education: challenges and directions for need-based reforms of medical training in South-East Asia.

Most medical schools, especially in South-East Asia, currently are experiencing difficulties in providing the right quality and quantity of educational experiences as the curricula have failed to respond to the needs of the community and country. The pedagogic shift from traditional approach to a need-based approach requires a fundamental change of the roles and commitments of educators, planners and policymakers. Teachers of health professional education in the region are to be well-informed of the trends and innovations and utilize these to increase relevance and quality of education to produce competent human resources for the region. The purpose of this paper is twofold: (i) to discuss innovative strategies and emerging trends, which have been successfully adopted by educators around the world for the reorientation of medical education to overcome existing traditions of educational planning, review and development and (ii) to highlight their implications and importance to initiate need-based reforms of medical training in South-East Asia.

[1]  G R Norman,et al.  Issues in cognitive psychology: implications for professional education , 1996, Academic medicine : journal of the Association of American Medical Colleges.

[2]  W. Pallie,et al.  The McMaster Medical education philosophy in theory, practice and historical perspective. , 1987, Medical teacher.

[3]  R. Harden,et al.  Educational strategies in curriculum development: the SPICES model , 1984, Medical education.

[4]  V R Neufeld,et al.  The "McMaster Philosophy": an approach to medical education. , 1974, Journal of medical education.

[5]  D. Maddison,et al.  What's wrong with medical education? * , 1978, JAMA.

[6]  Research Committee (Victorian Branch) Of The Austr.  Evidence-based practice. , 1999, The Australian journal of physiotherapy.

[7]  J. Stross,et al.  Faculty Tracks and Academic Success , 1992, Annals of Internal Medicine.

[8]  B. Jolly,et al.  Education for practice: the role of practical experience in undergraduate and general clinical training , 1989, Medical education.

[9]  W. P. Hammond,et al.  Continuing medical education for life: eight principles. , 1999, Academic medicine : journal of the Association of American Medical Colleges.

[10]  Ronald M. Harden,et al.  AMEE Medical Education Guide No. 5. The core curriculum with options or special study modules , 1995 .

[11]  R. M. Harden,et al.  AMEE Medical Education Guide No. 7.: Task-based learning: An educational strategy for undergraduate, postgraduate and continuing medical education, Part 2 , 1996 .

[12]  Physicians for the twenty-first century. Report of the Project Panel on the General Professional Education of the Physician and College Preparation for Medicine. , 1984, Journal of medical education.

[13]  S. Goudar,et al.  Trends In Medical Education , 2003 .

[14]  M. Modell,et al.  Community‐based medical education: feasibility and cost , 1995, Medical education.

[15]  Alireza Marandi.  Integrating medical education and health services: the Iranian experience , 1996, Medical education.

[16]  H. Lehmann,et al.  Communication and information technology in medical education , 2001, The Lancet.

[17]  M. Knowles.  The adult learner : a neglected species , 1979 .

[18]  J A Spencer,et al.  Learner centred approaches in medical education , 1999, BMJ.

[19]  I. R. Hart,et al.  BEME Guide No. 1: Best Evidence Medical Education. , 1999, Medical teacher.

[20]  R. Harden,et al.  Multiprofessional education in undergraduate curricula can work , 1999 .

[21]  H. Khoo,et al.  Implementation of problem‐based learning in Asian medical schools and students' perceptions of their experience , 2003, Medical education.

[22]  R. Harden.  AMEE Guide No. 12. Multiprofessional Education: Part 1--Effective Multiprofessional Education: A Three-Dimensional Perspective. , 1998 .

[23]  B. Habbick,et al.  Orienting medical education to community need: a review , 1996, Medical education.

[24]  A. Rothman,et al.  Evaluating clinical teachers for promotion , 1989, Academic medicine : journal of the Association of American Medical Colleges.

[25]  IC McManus,et al.  Clinical experience of UK medical students , 1998, The Lancet.

[26]  N. Oswald,et al.  Long‐term community‐based attachments: the Cambridge course , 1995, Medical education.

[27]  Will e-learning improve clinical judgment? , 2004, BMJ : British Medical Journal.

[28]  J. Bligh.  Identifying the core curriculum: the Liverpool approach , 1995 .

[29]  J. Samet,et al.  The New Mexico experiment: educational innovation and institutional change , 1989, Academic medicine : journal of the Association of American Medical Colleges.

[30]  C. Engel,et al.  Medical Education with a Difference , 1979 .

[31]  G. Parsell,et al.  Research in medical education: finding its place , 1999, Medical education.

[32]  S Lowry,et al.  Trends in health care and their effects on medical education. , 1993, BMJ.

[33]  J. Spencer.  More of the same, only different , 1999, Medical education.

[34]  C A Yeung,et al.  Web-based learning , 2003, British Dental Journal.

[35]  C. O. Houle.  Continuing learning in the professions , 1980 .

[36]  Janet Grant,et al.  Best Evidence Medical Education , 2000, Advances in health sciences education : theory and practice.

[37]  L. Allery,et al.  Training for medical teachers: a UK survey, 1993 † , 1994, Medical education.

[38]  M. Majumder.  Issues and priorities of medical education research in Asia. , 2004, Annals of the Academy of Medicine, Singapore.

[39]  S. Lowry.  Teaching the teachers. , 1993, BMJ.

[40]  H. Jason.  The importance--and limits--of best evidence medical education. , 2000, Education for health.

[41]  R. Tamblyn,et al.  Problem-based learning : an approach to medical education , 1980 .