Transition from an MBBS to an MD program – Using innovation and thinking outside the square
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| Název: | Transition from an MBBS to an MD program – Using innovation and thinking outside the square |
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| Autoři: | Janie Dade Smith, Elizabeth Edwards, Peter D Jones, Colleen Cheek, Richard B Hays |
| Zdroj: | MedEdPublish, Vol 8, Iss 3 (2019) |
| Informace o vydavateli: | F1000 Research Ltd, 2019. |
| Rok vydání: | 2019 |
| Sbírka: | LCC:Special aspects of education LCC:Medicine |
| Témata: | Curriculum change, Medical education, Doctor of Medicine., Special aspects of education, LC8-6691, Medicine |
| Popis: | Background There has been a trend globally to move from a Bachelor of Medicine, Bachelor of Surgery (MBBS) to a Doctor of Medicine (MD) for primary medical education. This shift has seen many Australian universities change to an MD, mostly from graduate entry programs. This paper describes the novel and unique 3+2 model from one Australian university, that enabled undergraduate entry, student flexibility, and a master's exit qualification without increasing time. Methods The method included a curriculum review in 2013 where its problem-based learning curriculum shifted from a seven to a five-semester program; changing the third year to a virtual hospital clinical year using simulation, and introducing in 2016 a new 3+2 curriculum model in the final two years using a 100 point system as a masters level program. Results The MD model was described in the external evaluation as 'novel and innovative', where students can choose from three project options - a research project, or a professional project or an international capstone experience as well as a number of scholarly tasks. The structure is fully integrated with the existing curriculum and assessment process, supported by an innovative technology platform. Conclusion Now in its third year of implementation this innovative model is breaking new ground in the way in which a masters level MD program could be developed, whilst maintaining undergraduate entry. |
| Druh dokumentu: | article |
| Popis souboru: | electronic resource |
| Jazyk: | English |
| ISSN: | 2312-7996 |
| Relation: | https://www.mededpublish.org/Manuscripts/2568; https://doaj.org/toc/2312-7996 |
| Přístupová URL adresa: | https://doaj.org/article/6af5ad3d8f4e4348bd708e5b7a3e64c4 |
| Přístupové číslo: | edsdoj.6af5ad3d8f4e4348bd708e5b7a3e64c4 |
| Databáze: | Directory of Open Access Journals |
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Nájsť tento článok vo Web of Science | Abstrakt: | Background There has been a trend globally to move from a Bachelor of Medicine, Bachelor of Surgery (MBBS) to a Doctor of Medicine (MD) for primary medical education. This shift has seen many Australian universities change to an MD, mostly from graduate entry programs. This paper describes the novel and unique 3+2 model from one Australian university, that enabled undergraduate entry, student flexibility, and a master's exit qualification without increasing time. Methods The method included a curriculum review in 2013 where its problem-based learning curriculum shifted from a seven to a five-semester program; changing the third year to a virtual hospital clinical year using simulation, and introducing in 2016 a new 3+2 curriculum model in the final two years using a 100 point system as a masters level program. Results The MD model was described in the external evaluation as 'novel and innovative', where students can choose from three project options - a research project, or a professional project or an international capstone experience as well as a number of scholarly tasks. The structure is fully integrated with the existing curriculum and assessment process, supported by an innovative technology platform. Conclusion Now in its third year of implementation this innovative model is breaking new ground in the way in which a masters level MD program could be developed, whilst maintaining undergraduate entry. |
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| ISSN: | 23127996 |