Models of medical education in Australia, Europe and North America.
BACKGROUND
The universal goal of medical education is to train excellent physicians, able to maintain the health of individuals and communities. The route to achieving this goal has shifted over time. This paper describes the absolutes and ambiguities of philosophical vision, responsiveness to stakeholders, curriculum content and delivery, and assessment of trainees and training programs across much of the developed world.


METHODS
Traditional medical education is content focused and organized by organ systems. Newer curricula, informed by current learning theories, emphasize a competencies based approach, with clinical scenarios at the centre of teaching and assessment of students. Associated with this is a shift from the in-depth knowledge of the specialist to a 'what must a generalist know' approach. These models are explored as are options for curriculum delivery, input from governments, students, the public and faculty, and methods and importance of accreditation.


CONCLUSIONS
The goals and the process of training physicians to achieve these exhibit numerous commonalities across time and place throughout the developed world while still allowing for cultural or national adaptations. All models and content aim for minimum basic knowledge, while emphasizing communication skills, cultural awareness and professionalism amongst future physicians.
Phillips
Susan P
SP
Departments of Family Medicine & Community Health Epidemiology, Queen's University, Kingston, Canada. phillip@queensu.ca
D000068:Accreditation; D001315:Australia; D003479:Curriculum; D004501:Education, Medical / Q000191:economics / Q000458:organization & administration* / Q000592:standards; D004521:Educational Measurement; D005060:Europe; D006040:Goals; D006801:Humans; D017146:Models, Organizational; D009656:North America