Comparison of the integrated organ/systems-based curriculum with the traditional subjects-based medical curriculum: Short communication
Medical education has undergone numerous reforms within the last century. Such reforms have produced numerous models of curricula across the world, which includes but is not limited to organ systems-based, problem based and traditional discipline based medical curricula. The system based of medical...
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| Published in | Annals of medicine and surgery Vol. 73; p. 103116 |
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| Main Authors | , , , , , , , |
| Format | Journal Article |
| Language | English |
| Published |
England
Elsevier Ltd
01.01.2022
Elsevier |
| Subjects | |
| Online Access | Get full text |
| ISSN | 2049-0801 2049-0801 |
| DOI | 10.1016/j.amsu.2021.103116 |
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| Abstract | Medical education has undergone numerous reforms within the last century. Such reforms have produced numerous models of curricula across the world, which includes but is not limited to organ systems-based, problem based and traditional discipline based medical curricula. The system based of medical education in Nigeria need reform as different system are subjective to different effects on students performance and mental health. This article discuss two curricular models and identify their relative strengths and weaknesses; especially in a country like Nigeria. |
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| AbstractList | Medical education has undergone numerous reforms within the last century. Such reforms have produced numerous models of curricula across the world, which includes but is not limited to organ systems-based, problem based and traditional discipline based medical curricula. The system based of medical education in Nigeria need reform as different system are subjective to different effects on students performance and mental health. This article discuss two curricular models and identify their relative strengths and weaknesses; especially in a country like Nigeria. Medical education has undergone numerous reforms within the last century. Such reforms have produced numerous models of curricula across the world, which includes but is not limited to organ systems-based, problem based and traditional discipline based medical curricula. The system based of medical education in Nigeria need reform as different system are subjective to different effects on students performance and mental health. This article discuss two curricular models and identify their relative strengths and weaknesses; especially in a country like Nigeria.Medical education has undergone numerous reforms within the last century. Such reforms have produced numerous models of curricula across the world, which includes but is not limited to organ systems-based, problem based and traditional discipline based medical curricula. The system based of medical education in Nigeria need reform as different system are subjective to different effects on students performance and mental health. This article discuss two curricular models and identify their relative strengths and weaknesses; especially in a country like Nigeria. |
| ArticleNumber | 103116 |
| Author | Obi, Clinton Onyebuchi Onosogbe, Moses Aborode, Abdullahi Tunde Ehimen, Asemota Gift Toluwalase, Titilola Victor Olamide, Omotoye Esther, Ovbiagele Joshua, Dawodu Oluwananumi |
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| Copyright | 2021 2021 Published by Elsevier Ltd on behalf of IJS Publishing Group Ltd. 2021 Published by Elsevier Ltd on behalf of IJS Publishing Group Ltd. 2021 |
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| Keywords | Medical education Curriculum Reform Nigeria |
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| References | Waleed, AlBuali (bib9) 2018; 8 Harden (bib1) 2000 Bruce Dubin (bib2) 2016 Quintero (bib5) October 2016; 11 Prasad Uma (bib11) 2015; 4 Shoemaker (bib4) 1989; 33 Federal Ministry of Health of Nigeria (bib7) September 2012 El-Naggar, Ageely, Salih, Dawoud, Milaat (bib3) 2015 Sandila (bib8) 2008; 1 (bib6) 2008 Saalu ACS. "Quantitative evaluation of third year medical students' perception and satisfaction from problem based learning in anatomy: a pilot study of the introduction of problem based learning into the traditional didactic medical curriculum in Nigeria," J. Media Res. 2–14; 2:3–4. ([Online]). |
| References_xml | – year: 2015 ident: bib3 article-title: Developing an integrated organ/system curriculum with community-orientation, for a new medical college in Jazan, Saudi Arabia – volume: 1 start-page: 2 year: 2008 end-page: 4 ident: bib8 article-title: An integrated curriculum for MBBS publication-title: Med. J. Pak – volume: 8 year: 2018 ident: bib9 article-title: Challenges facing the shift from the conventional to problem publication-title: High Educ. Stud. – year: September 2012 ident: bib7 article-title: Nigeria Undergraduate Medical and Dental Curriculum Template, 2012 – year: 2016 ident: bib2 article-title: Innovative Curriculum Prepares Medical Students for a Lifetime of Learning and Patient Care – volume: 4 start-page: 47 year: 2015 end-page: 52 ident: bib11 article-title: Student's perception about integrated teaching in an undergraduate publication-title: Indian J. Basic Appl. Med. Res. – start-page: 778 year: 2008 end-page: 785 ident: bib6 article-title: Lessons learned about integrating a medical school curriculum: perceptions of students, faculty and curriculum leaders publication-title: Med. Educ. – reference: Saalu ACS. "Quantitative evaluation of third year medical students' perception and satisfaction from problem based learning in anatomy: a pilot study of the introduction of problem based learning into the traditional didactic medical curriculum in Nigeria," J. Media Res. 2–14; 2:3–4. ([Online]). – volume: 33 year: 1989 ident: bib4 article-title: Integrative education: a curriculum for the twenty-first century publication-title: OSSC Bulletin – year: 2000 ident: bib1 article-title: "The integration ladder: a tool for curriculum planning," MEDICAL EDUCATION – volume: 11 year: October 2016 ident: bib5 article-title: Integrated medical curriculum: advantages and disadvantages |
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| Title | Comparison of the integrated organ/systems-based curriculum with the traditional subjects-based medical curriculum: Short communication |
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