OBJECTIVES To identify defects in the program on NI in curricula of medical, dental, medical technology and nursing schools. Impacts of the results of the study on the changes of the program were also evaluated MATERIAL AND METHOD Questionnaires study of all 12, 8, 9 medical, dental, medical technology and 20 of 62 nursing schools. Data were collected and analyzed. Defects in the program of N...

Purpose Currently, there is no model to integrate the discipline of lifestyle medicine (LM) into undergraduate medical education. Furthermore, there are no guidelines, validated assessment tools, or evaluation or implementation plans in place. Background The World Health Organization predicts that by 2020, two-thirds of disease worldwide will be the result of poor lifestyle choices. Fewer than ...

Medical education is constantly undergoing revision and renewal in attempts to ensure appropriate depth and breadth of knowledge of basic and clinical sciences as well as provide an environment that encourages life-long learning and integrative reasoning skills. An overview of the most recent comprehensive (130/ 141 accredited medical schools in the United States and Canada) report on medical e...

Student-directed learning (SDL) holds the promise of endowing medical students with the skills to tackle the growing body of information in medicine and facilitate its integration to solve clinical problems. The concept of SDL is not new, it grew out of a more commonly used and closely related concept: self-directed learning. Barrows characterizes SDL as the development of effective self-direct...

671 Medicine and medical education are constantly changing and improving. This is one of the attractions to working in healthcare and long may it continue. However, when a new medical treatment emerges, then this must be covered in curricula-possibly for both under-and postgraduates. Similarly, when an innovation in medical education occurs and is proved to be effective, then this innovation mu...

Objective To investigate the views and practices of UK medical schools regarding the inclusion (or exclusion) of complementary and alternative medicine (CAM) in undergraduate medical curricula. Design Survey (by email) of UK medical schools offering MBBS (or equivalent) degrees. Results The overall response rate was 58.1% (18/31). All respondents indicated that their curricula included CAM el...

BACKGROUND Dermatological problems are common, but in undergraduate medical courses time for learning dermatology and teaching dermatology is limited. The Delphi technique has been used in other specialties to define undergraduate and postgraduate curricula and to reach consensus on what is important. OBJECTIVES To identify the core dermatological content of the undergraduate medical curricul...