Transcript The Importance of Basic Sciences in Medical Education

The Role and
Importance of
Basic Sciences
in Medical
Education
Basic Sciences in Medical Education:
Why? How? When? Where?
Pawlina, W., Medical Teacher, 2009; 31: 787-789
In Flexner (1910) landmark report, he insisted that
medical education be university-based and that the
curriculum should include rigorous instruction in basic
sciences and that medical faculty should be heavily
engaged in basic research.
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Although the “scientific basis of medicine”
was emphasized in curricula based on
Flexnerian model, this often led to a
compartmentalization of preclinical and
clinical studies.
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Weiskotten Report (1940) on
Medical education
-Dissatisfaction from preclinical education,
-Faculty in higher ranking departments
believed that the early appreciation of the
various techniques as applied to clinical
medicine detracted in no way from
scientific value of these [basic science]
courses.
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The 40 years following the “Weiskotten
Report” (1940) are best characterized as
an uncomfortable status quo.
The lack of clinical relevance, lack of
integration, and the division of preclinical
and clinical instruction caused dissonance
and dissatisfaction among preclinical
teachers and students alike.
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As time progressed, crisis began to downplay
the role of basic sciences in favor of other
aspects of medical education.
Since the early 1990s, many medical curricula
underwent remarkable transformation from
traditional, discipline-based to a more
integrated approach.
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2001; A report from the Assoc. of Am.
Med. Coll. (AAMC)
-Concerns regarding decreased time
devoted to basic medical sciences,
-Teaching of biomedical sciences in medical
schools must include not only facts and
principles applicable to human biology, but
also the facts and principles relevant to the
behavioral and social aspects of health and
disease.
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2009; Another report from AAMC-HHMI
-Continues to express concern that basic science
education has not kept pace with the rapidly
expanding scientific knowledge base of medicine.
-Reaffirms that physicians must be equipped with a
strong scientific foundation to practice medicine.
-They should possess a deep understanding of the
fundamental biomedical scientific principles needed
to deal with the unexpected.
-Medical education should evolve from a static listing
of courses to a dynamic set of specific scientific
competencies focused on learner’s performance.
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The AMEE 2007 meeting in
Norway
During the symposium entitled, “The
basic medical sciences: role of basic
science in revised medical curriculum”,
the audience response…
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Several questions come to mind in
regards to basic sciences, for instance:
-What is the future role of basic sciences in medical
education?
-It would be impossible to forecast what future basic
science courses should contain. Mann (1976).
-He believes also, that by teaching basic science,
medical students develop the logic and discipline
required for life-long ability in problem-solving.
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Grande (2009) supports;
-Strong basic science education for the
development of clinical reasoning skills and a
critical analysis of medical and surgical intervention.
-He proposes that a new basic science discipline,
the science of health care delivery, should be
introduced along basic and translational science to
support analysis of processes to improve health
care systems.
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Other Issues and Solutions
-Education research regarding knowledge
transfer (the transfer of the newly learned
concepts to solve the emerging new problems).
-Embedding the learned concepts in a problem
context.
-e-learning platform
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In Summary
 Basic
sciences remains
basic, but it is basic with a
shift towards equilibrium
with creativity, innovations
simulations, competencies,
and outcomes.
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