| dc.creator |
Nilesh Chatterjee |
|
| dc.date |
2002-05-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:23:32Z |
|
| dc.date.available |
2015-07-20T22:23:32Z |
|
| dc.identifier |
1087-2981 |
|
| dc.identifier |
https://doaj.org/article/b61cee396b5c4b089e4a2aa0559fc32a |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/20977 |
|
| dc.description |
Academic medical institutions have responded to recent changes and challenges confronting the health care system with various recommendations for curricular reform; many grouped under the rubric of interdisciplinary training. The ultimate goal is to create physicians, with mastery over specialized knowledge, who can practice cost-effective, humanized medicine. This article elaborates a conceptual classification system that categorizes curricular reform recommendations into one of two approaches Vitamins or Vaccines that highlights differences in the processes of curricular reform programs. Programs seeking the same goal may create different types of practitioners depending on the approach dominating the professional training and socialization process. The Vitamins approach is reactive, supplemental, and incremental, often imparting instruction instead of education. The Vaccines approach is proactive, addresses fundamental factors, and seeks long-term solutions from a preventive perspective. As educators, our choice of approach, Vitamins or Vaccines, for curricular reform will determine how academia prepares physicians for the future. |
|
| dc.language |
English |
|
| dc.publisher |
Medical Education Online |
|
| dc.relation |
http://www.med-ed-online.org/f0000033.htm |
|
| dc.relation |
https://doaj.org/toc/1087-2981 |
|
| dc.rights |
CC BY |
|
| dc.source |
Medical Education Online, Vol 7, Pp 3- (2002) |
|
| dc.subject |
medical education |
|
| dc.subject |
health professional education |
|
| dc.subject |
peer-reviewed |
|
| dc.subject |
Basic science education |
|
| dc.subject |
Clinical science education |
|
| dc.subject |
Leaning theory |
|
| dc.subject |
Ethics/professionalism |
|
| dc.subject |
Community-based |
|
| dc.subject |
curriculum reform |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Medicine (General) |
|
| dc.subject |
R5-920 |
|
| dc.subject |
Medicine |
|
| dc.subject |
R |
|
| dc.subject |
DOAJ:Medicine (General) |
|
| dc.subject |
DOAJ:Health Sciences |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Medicine (General) |
|
| dc.subject |
R5-920 |
|
| dc.subject |
Medicine |
|
| dc.subject |
R |
|
| dc.subject |
DOAJ:Medicine (General) |
|
| dc.subject |
DOAJ:Health Sciences |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Medicine (General) |
|
| dc.subject |
R5-920 |
|
| dc.subject |
Medicine |
|
| dc.subject |
R |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Medicine (General) |
|
| dc.subject |
R5-920 |
|
| dc.subject |
Medicine |
|
| dc.subject |
R |
|
| dc.subject |
Special aspects of education |
|
| dc.subject |
LC8-6691 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Medicine (General) |
|
| dc.subject |
R5-920 |
|
| dc.subject |
Medicine |
|
| dc.subject |
R |
|
| dc.title |
Infusing the Interdisciplinary into Medical/ Health Sciences Education: Vitamins or Vaccines |
|
| dc.type |
article |
|