2007
DOI: 10.1080/01421590701814286
|View full text |Cite
|
Sign up to set email alerts
|

Global paradigm shift in medical education: issues of concern for Africa

Abstract: Socioeconomic and political instability, failure to rapidly overcome the inertia for change by substituting the old curriculum with a more problem, system and student-based one and redefining the goals of medical education are some of the issues of concern for Africa, and its ability to keep up in the dynamic world of medical education. There are only few faculty and school managers with effective medical education backgrounds to initiate, evaluate and sustain these changes. African medical academics, national… Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
1
1
1
1

Citation Types

0
45
0
1

Year Published

2014
2014
2024
2024

Publication Types

Select...
9
1

Relationship

0
10

Authors

Journals

citations
Cited by 54 publications
(46 citation statements)
references
References 53 publications
(49 reference statements)
0
45
0
1
Order By: Relevance
“…[9] Over the years, emphasis and trends in planning and design of the medical curriculum and pedagogical methods in medical education have shifted, from traditional passive (teacher-centred) learning, characterised by the accumulation of non-integrated volumes of knowledge, to an active (self-directed/student-centred), systematic approach. [10][11][12][13] Though Nigeria is the most populous nation in Africa and has four generations of medical schools, not much has changed in the blueprint of the medical education curriculum since the inception of the first medical school in 1948. [5] There has not been any systematic training pathway for medical educators; nor has there been significant curriculum review or planning.…”
Section: Medical Curricula and Pedagogical Methods Of Medical Educatimentioning
confidence: 99%
“…[9] Over the years, emphasis and trends in planning and design of the medical curriculum and pedagogical methods in medical education have shifted, from traditional passive (teacher-centred) learning, characterised by the accumulation of non-integrated volumes of knowledge, to an active (self-directed/student-centred), systematic approach. [10][11][12][13] Though Nigeria is the most populous nation in Africa and has four generations of medical schools, not much has changed in the blueprint of the medical education curriculum since the inception of the first medical school in 1948. [5] There has not been any systematic training pathway for medical educators; nor has there been significant curriculum review or planning.…”
Section: Medical Curricula and Pedagogical Methods Of Medical Educatimentioning
confidence: 99%
“…Sustainable Impact: We believe that education and improvement are some of the most valuable ways to promote a lasting and sustainable positive impact on the health of our partner's communities. 12 The content of the initial course was based on discussions with our Tanzanian colleagues. The content for subsequent courses has been based on learning needs identified by participants from the previous conference.…”
Section: Planningmentioning
confidence: 99%
“…This reform in medical practice is thus motivated by the breakdown of traditional roles and responsibilities within the healthcare system [12], increasing trends towards mobility [13] and more complex patient needs. These motivators for change have emphasised a new reality for healthcare systems bounded by a skilled healthcare workforce [14].…”
Section: A Core Syllabus For Postgraduate Training In Respiratory Phymentioning
confidence: 99%