curriculum is a map that provides learning opportunities to accomplish specific and general objectives (1). course content is the concept that is taught. in fact, course content is determined based on the differences derived from the final objectives of teaching and the current state (2). the perspectives of medical education authorities can contribute to promotion of current processes and can ...

Background The introduction of ultrasound into the undergraduate medical school curriculum is gaining momentum in North America. At present, many institutions are teaching ultrasound to undergraduate medical students using a traditional framework designed to instruct practicing clinicians, or have modeled the curriculum on other universities. This approach is not based on educational needs or s...

In the past decade, the teaching of surgery in the undergraduate curriculum has undergone considerable changes in quantity, mode and method of delivery. This is a result of the radical reforms of higher education, the health service and the undergraduate medical curriculum. The changes are complex and require us to ask the questions: how important is the teaching of surgery in the modern medica...

BACKGROUND No universal solution, based on an approved pedagogical approach, exists to parametrically describe, effectively manage, and clearly visualize a higher education institution's curriculum, including tools for unveiling relationships inside curricular datasets. OBJECTIVE We aim to solve the issue of medical curriculum mapping to improve understanding of the complex structure and cont...

The Carl Gustav Carus Faculty of Medicine, University of Technology Dresden, Germany, was founded in 1993 after the reunification of Germany. In 1999, a reform process of medical education was started together with Harvard Medical International. The traditional teacher and discipline-centred curriculum was replaced by a student-centred, interdisciplinary and integrative curriculum which has bee...

While patients and their families often expect their physicians to discuss the options in end-of-life care,1 medical students and residents often feel unprepared to perform this task in clinical practice.2 At times, health care providers may disagree with patients or their families about the direction this end of life care should take. Learners often desire more organized instruction during the...

The trend to include medical knowledge in practical activities that go beyond the official university curriculum is known as a “parallel curriculum”. As such, a parallel curriculum would be the extracurricular activities that medical students do for the purpose of gaining clinical and practical experience by accompanying services and/or professionals.(1-2) The learning of intensive care medicin...