Beyond 'clinical'?: four-dimensional medical education.
Medical education is in crisis. Undergraduates experience an excessive burden of information, develop attitudes to learning that are based on passive acquisition of knowledge than on curiosity and exploration, and suffer from progressive disenchantment with medicine. There is also a serious problem of providing adequate clinical experience for medical students at existing teaching sites, largely because of reduction in bed numbers, increased patient throughput and clinical specialization. This problem was identified over a decade ago in London but has not been solved by the merger of medical schools. A recent survey in one London teaching hospital showed underemployment of students and limited patient contact. A review of clinical clerkships in an Australian medical school revealed that one-third of teachers were perceived as unconcerned, discouraging, derogatory or hostile, and only one-half were rated as effective educators. One consequence has been the development of a wide-ranging debate on changing medical education. Traditionalists have diminishing room for manoeuvre in defence of existing educational practices, as cautious bodies like the General Medical Council (GMC) opt for fundamental reform.
Iliffe
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Department of Primary Health Care, University College London School of Medicine, Whittington Hospital, UK.
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D003154:Community Medicine / Q000193:education*; D003479:Curriculum; D004503:Education, Medical, Graduate; D004504:Education, Medical, Undergraduate; D005194:Family Practice / Q000193:education*; D006801:Humans; D017145:Models, Educational; D013663:Teaching / Q000379:methods; D006113:United Kingdom