Whence cometh the revolution
نویسنده
چکیده
Seldom does a disruptive technology just appear on the scene like an intergalactic hitchhiker on a meteor or asteroid. The smart phone might seem to be one of those. It revolutionized the way we think about and conduct our lives. It’s really not a phone at all but a mini-computer with which we make the occasional real-time voice call. Problem-based Learning (PBL) and the Multiple Mini Interview (MMI) are two such recent disruptive technologies in medical education. The seemingly abrupt successes and stunning changes related to these two innovations (and the smart phone) may blind us to the long and hard road that led up to them. The MMI grew out of decades of experience with OSCEs and the unavoidable and mounting evidence that the standard interview panel was a waste of time. Similarly with PBL, the adult learning movement (however wrong it may have been) had been gathering steam while multiple papers and commentaries documented and lamented the prevalence of mind-numbing lectures in medical schools classrooms across the world. PBL and the MMI were, as was the smart phone, products of a long line of previous innovations. So it is with a new and disruptive way of representing curriculum being developed at the University of Saskatchewan.
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