Article type
Year
Abstract
Background: In recent years, our institution started a process of curricular analysis, literature review, conducted general needs assessment and targeted needs assessment of learners taking into account: academic advance of students, new laws for health care and patient´s rights, globalization and new trends in medical education. Thus, we realized the curriculum had not evolved enough and graduates might not be prepared to face the future challenges of medical practice. One aspect was to improve the teaching of evidence-based medicine.
Objectives: Evaluate our curriculum, make the necessary changes, and adjust the undergraduate profile of our students to the new requirements, including competencies related to decision-making based on evidence.
Methods: Kirkpatrick Model for Curricular evaluation: the evaluation process began in 2009, with the formation of various committees to analyze the current curriculum, curriculum relevant international universities, the requirements for physicians in the new health scenarios and projections, pre joints with graduate medical education trends and expert opinion on each of the topics. The views of students, alumni, faculty and the information obtained from the evaluation processes and curriculum accreditation is sought.
Results: We designed a new curriculum for a new graduate profile by learning outcomes in eight domains of competencies in a comprehensive framework. One of these skills is related to the management, communication of information and evidence for clinical decision making (see table 1).
This six-year program will be implemented in 2015, and includes improved curricular sequence, content integration, melding basic science and clinical concepts throughout the career, with development of the humanities and professionalism, prioritizing early contact with patients and new methodologies, and early teaching of management of information, evidence and technology in clinical decision making (see Figure 1).
Conclusions: Curriculum processes require analysis models to make a proper diagnosis of learning needs, define a undergraduate profile and implement a system evaluation to deliver feedback.
Objectives: Evaluate our curriculum, make the necessary changes, and adjust the undergraduate profile of our students to the new requirements, including competencies related to decision-making based on evidence.
Methods: Kirkpatrick Model for Curricular evaluation: the evaluation process began in 2009, with the formation of various committees to analyze the current curriculum, curriculum relevant international universities, the requirements for physicians in the new health scenarios and projections, pre joints with graduate medical education trends and expert opinion on each of the topics. The views of students, alumni, faculty and the information obtained from the evaluation processes and curriculum accreditation is sought.
Results: We designed a new curriculum for a new graduate profile by learning outcomes in eight domains of competencies in a comprehensive framework. One of these skills is related to the management, communication of information and evidence for clinical decision making (see table 1).
This six-year program will be implemented in 2015, and includes improved curricular sequence, content integration, melding basic science and clinical concepts throughout the career, with development of the humanities and professionalism, prioritizing early contact with patients and new methodologies, and early teaching of management of information, evidence and technology in clinical decision making (see Figure 1).
Conclusions: Curriculum processes require analysis models to make a proper diagnosis of learning needs, define a undergraduate profile and implement a system evaluation to deliver feedback.