복잡성, 불확실성, 성찰의 시대의 의학교육 : 플렉스너 보고서 이후 100년에 마침표를 찍으며.

복잡성, 불확실성, 성찰의 시대의 의학교육 : 플렉스너 보고서 이후 100년에 마침표를 찍으며.

Medical education in an age of complexity, uncertainty and reflection. A coda to the Flexner centenary

Tim Dornan,1 Jean McKendree2 & Iain J Robbe´3

Specific Questions 

1 How did we get to where we are now?

2 What will be the role of medicine in the next century’s society?

3 What should be the goals of medical education for the next century?

4 How can we achieve those goals and know we have achieved them?

It is worth speculating where antibiotic resistance, global warming and uprisings against inequities in health might take medical education

• Anderson WD. Outside looking in: observations on medical education since the Flexner Report. Med Educ 2011;45:29–35.
• Gawande A. On washing hands. N Engl J Med 2004;350:1283–6.

Change in medical education may be driven as much by self-interest amongst educators as by progress

• Weatherall D. Science and medical education: is it time to revisit Flexner? Med Educ 2011;45:44–50.
• Mann KV. Theoretical perspectives in medical education: past experience and future possibilities. Med Educ 2011;45:60–68.
• Barr DA. Revolution or evolution? Putting the Flexner report in context. Med Educ 2011;45:17–22. 

The time is now ripe for social sciences to show their relevance to medical education

• Kuper A, D’Eon M. Rethinking the basis of medical knowledge. Med Educ 2011;45:36–43.

Medical education needs to maximise participation by building on natural and community processes to ensure both individual and collective learning

• Dornan T, Peile E, Spencer J. On ‘evidence’. Med Educ 2008;42:232– 3.
• Dexter H, Dornan T. Technology enhanced learning: appraising the evidence. Med Educ 2010;44:746–8.
• Ringsted C. Developmental aspects 
• of medical competency and training: 
• issues of curriculum design. 
• Med Educ 2011;45:12–16.
• Teunissen PW, Westerman M. 
• Opportunity or threat: the ambiguity 
• of the consequences of transitions 
• in medical education. Med 
• Educ 2011;45:51–59.
• Holmboe E, Ginsburg S, Bernabeo 
• E. The rotational approach to 
• medical education: time to confront 
• our assumptions? Med Educ 
• 2011;45:69–80.

If the Flexner reforms addressed a national problem, the reforms we now require are global

• Norcini JJ, Banda SS. Increasing the quality and capacity of education: the challenge for the 21st century. Med Educ 2011;45:81–86.
• 21 Burch VC. Medical education in the 21st century: what would Flexner say? Med Educ 2011;45:22–24.

Flexner stated unequivocally that doctors have both curative responsibilities to individuals and preventive responsibilities to society

• Szczeklik A. Catharsis: On the Art of Medicine. Chicago, IL: University of Chicago Press 2005.
• Sweeney K. Uniqueness in clinical practice: reflections on suffering. In: Dixon M, Sweeney K, eds. The Human Effect in Medicine. Theory, Research, and Practice. Abingdon: Radcliffe Medical Press 2000;27–37.

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Med Educ. 2011 Jan;45(1):2-6.

Medical education in an age of complexity, uncertainty and reflection. A coda to the Flexner centenary.

Dornan T, McKendree J, Robbé IJ.

Source

Department of Education Development and Research, Maastricht University, PO Box 616, Maastricht 6200 MD, Netherlands. tim.dornan@manchester.ac.uk

PMID:

 

21192327

 

[PubMed - indexed for MEDLINE]