Dear Classmates and Maam Betchay, please use this link to view our video:
https://drive.google.com/file/d/1FewvaWjPlBTX8rDBSxFdfLpqhQv6eVo_/view?usp=drivesdk
Sorry, I had trouble uploading here sa VLE. Thank you!
Thank you for discussing this topic.
Indeed, students trained under traditional systems develop strong theoretical knowledge but lacks in the complexities of clinical practice, patient interaction, and critical decision-making. While this historical approach ensures a solid foundation in medical knowledge, modern health professions curricula have shifted towards integrative and student-centered approaches like competency-based and problem-based learning These new approaches produce healthcare professionals who are critical thinkers working in teams and capable of translating theoretical knowledge into practical, patient-centered care.
Indeed, students trained under traditional systems develop strong theoretical knowledge but lacks in the complexities of clinical practice, patient interaction, and critical decision-making. While this historical approach ensures a solid foundation in medical knowledge, modern health professions curricula have shifted towards integrative and student-centered approaches like competency-based and problem-based learning These new approaches produce healthcare professionals who are critical thinkers working in teams and capable of translating theoretical knowledge into practical, patient-centered care.
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I think certain students excel in the traditional curriculum while others thrive in more modern approaches. Both can potentially end up becoming good health professionals, but I think there is a greater chance of success if we follow the non-traditional route. Part of being a health professional involves openness to new knowledge, and I feel that the traditional curriculum tends to curtail open-mindedness since students are conditioned to adhere to what teachers direct. Related to that, the traditional curriculum being very teacher-centered, may play a role in health professionals becoming very egocentric because that is the example that is set for them (teacher is the boss of students = doctor is the boss of patients)
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Thanks for your presentation. Curriculum designers can build on successful approaches and address inadequacies to develop more relevant and effective learning experiences by studying previous educational trends and reforms because it impacts the development and structure of educational programs. It shapes the value of the society, educational philosophies and practices that are essential skills for students.
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agree, periodic evaluation of the curriculum is important so that changes may be proposed. I think the most difficult part here is assessing whether alumni continue to embody the vision of the institution years after their graduation. This is difficult to measure because it can be very subjective, but I feel that the outcome (improving the curriculum) is well worth the effort.
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The Philippine medical curriculum is a testament to the historical influences of Spanish and American colonialism in our country. Notably, the American system’s emphasis on scientific and clinical training remains evident today. Until early 1990's. majority of the references in medical schools are american journals and textbooks.
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When I was reviewing the history of the UPCM, I was surprised to learn that their accrediting body was in the US instead of the Philippines. Graduates were exempt from taking the Philippine licensure exams
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Thank you for your presentation.
The SPICES model encourages collaboration among students, enhances clinical reasoning through real-world problems and fosters a deeper understanding of community health needs. This model prepares healthcare professionals to be adaptable and effective in diverse settings.
The SPICES model encourages collaboration among students, enhances clinical reasoning through real-world problems and fosters a deeper understanding of community health needs. This model prepares healthcare professionals to be adaptable and effective in diverse settings.
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One of my course objectives for our clerks relates to participating in the team approach to patient care. It is very hard to teach since there is an ingrained sense of hierarchy that is sometimes unhealthy.
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The historical foundation of curriculum reflects a dynamic evolution shaped by cultural, philosophical, and socio-political forces. Over time, the curriculum has shifted from classical instruction to more standardized, diverse, and skill-oriented frameworks that address modern global challenges.
Like other intitutions, AUF School of Medicine started with traditional subjects like anatomy, Biochemistry, physiology, with clinical rotations. The institution tried shifting to problem-based education but students had difficulty adjusting which affected results of board exam. Until it adapted competency based to outcome based education, which I think it is more effective.
Like other intitutions, AUF School of Medicine started with traditional subjects like anatomy, Biochemistry, physiology, with clinical rotations. The institution tried shifting to problem-based education but students had difficulty adjusting which affected results of board exam. Until it adapted competency based to outcome based education, which I think it is more effective.
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Answering board exam questions is also a problem of the UPCM students because the emphasis is on a collaborative approach that requires critical thinking. Students are no longer adapted to answer recall-type questions or questions that reward rote memorization.
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The current trend of curricular design is shifting from the traditional way of teaching by conducting lectures and assessing students using written summative exams in the competencies expected of them when they graduate to a problem-based, student-centered, team-based approach using formative and summative exams on the verbal, written and psychomotor areas of performance. This shift has allowed learning to be integrated, encouraging students to exercise critical thinking in both community-engagement and hospital exposure resulting to a more comprehensive and diverse learning experience.
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Thank you for your presentation.
As the saying goes. "We learn from our past" simply emphasizes the relevance of historical foundations in curriculum development. The understanding of evolution, trends, success, and failures provide insights and informed decision-making in the creation of future curriculum. The recognition of mistakes also provides avenue for continuous refinement ensuring the effectiveness and appropriateness of
a curriculum.
As the saying goes. "We learn from our past" simply emphasizes the relevance of historical foundations in curriculum development. The understanding of evolution, trends, success, and failures provide insights and informed decision-making in the creation of future curriculum. The recognition of mistakes also provides avenue for continuous refinement ensuring the effectiveness and appropriateness of
a curriculum.
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Thank you for the clear presentation of the history of our health curriculum and the different frameworks that influence it from traditional to problem-based, competency-based, and outcome-based. These changes and growth help our healthcare professionals to not only be knowledgeable and competent but adaptive and equipped to meet the future needs of the professions.
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I believe in the saying “Be not the first to whom the new is tried, nor be the last to cast the old aside”. I think the past curricula particularly in medical school served as well for we were heavily influenced by the Americans and other Western culture and paradigm. This is the reason that when they shifted, we also shifted. History is something that we can learn from and now we are better equipped to develop our own curriculum, taking into consideration the resources, geography, culture, composition and political factors we all have.
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As we have seen in the different videos our class has prepared and in the evolution of our health education curriculum, curriculum development is a dynamic process. What is considered "new" "revolutionary" or "modern" today will likely be the "old" or the "traditional" of the future. Curriculum will change. And there lies its beauty. Curriculum must change PRN. For curriculum and education must serve the people of its time. I still remember the first lesson of my first year as a B.S. Biology student when we discussed the attributes of life. One of them being: Life is DYNAMIC. (An animal only stops shedding and changing its epithelial cells or growing its hair or nails once it is dead. A cell only stops dividing once it is dead). Curriculum and thus education will face its demise (will fail us) if it stops changing, if it stops evolving. Quoting Darwin's theory of evolution, " Survival of the fittest, elimination of the weak". An organism survives by evolution, by adaptation- by keeping its strong attributes and eliminating its weakness. That is why knowing and understanding history is important. So that we can learn from it. And in terms of Curriculum development (and educational philosophy) my take is (and what I follow is) a combination of the "old" and the "new" but leaning more on the "new". Capitalize on the strength of the traditional, modify it to adapt to the present, and fuse with the modern. There are times when delivering a lecture is necessary- to clarify and emphasize points and concepts especially the basic sciences or sometimes to serve as "learning guides". But less time spent on lecture, more student centered activities.
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Although SPICES model seems to be effective in terms of integrating different medical disciplines, we cannot discount the effect brought by history, Flexner's effort in particular to re-organize the curriculum of medical education which mirrored a constructivist approach, a basic-to-clinical instruction.
Learned a lot from this discussion. Thank you!
Learned a lot from this discussion. Thank you!
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