Integrated Medical Curriculum Summary

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The Integrated Medical Curriculum is book written by the educationist Raja C Bandaranayake and published by Redcliffe Publishing Ltd in 2011 in London. In its nine chapters and 124pages author describes how to evaluate the integrated medical curriculum. In the first chapter Integration and the medical curriculum author describes the terms. Term ‘integration’ is defined as brought together into a whole and it is illustrated through examples from math, history of medicine, family, and education. Integration is not summation, but rather harmonization of already existing parts, into a meaningful composite (pre experienced in past). The integration has different approaches from spiral shape to integrated curricula where the content is presented…show more content…
It is clearly stated and valued the importance of having a patient in center and not the disease as focus of the clinical practice and curriculum.It is due to imbalance between the disease-oriented and patients- oriented curriculum. Two different approaches are currently used for solving this problem: clinical psychologist and role-model of clinical teacher. At least for this one paragraph the book is worth of reading and very remarkable. Author’s views of medicine as union of science and art of medicine are impressive and should be widely spread among medical practitioners and…show more content…
Components focused integration has goal to prepare basic doctor when graduate and prepared if he wants to undertake further education in some specialization. Horizontal integration can be applied in preclinical and clinical levels and even author himself had a horizontal integration project in 1974. Vertical integration seems to be supreme way of integration where student can see the application and usefulness of knowledge; and horizontal gives better idea of wholeness. Problem based integration is another approach described in this chapter and it started almost parallel in Canada in 1970/71 Netherland and Australia, and the main characteristic is that the students are placed in similar environment they will later face in professional life- the world of problems. Community based integration is learning process outside the hospital or clinic, and it has many advantages for rural areas and distant places as well as for student who will later be in charge for this community’s health. The Philippines’ experience is presented even for the last multiprofessional integration where the nucleus of health service is a team work. The integration can be applied in many different ways. The best Integration should cover science and the art of medicine, with communication skills and medical ethics in the aim to develop critical thinking based on knowledge and to
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