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020 _a9789811313103
024 7 _a10.1007/978-981-13-1310-3
_2doi
040 _bspa
_dES-VaUE
050 4 _aR747
_b.I47 2018 EB
100 1 _aD, Kadambari.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aImproving Discipline-Based Undergraduate Medical Curriculum :
_bAn Evidence Informed Approach
_cby Kadambari D, Kumar S, Zayapragassarazan Z, Parija SC.
264 1 _aSingapore
_bSpringer Singapore :
_bImprint: Springer
_c2018.
300 _aXVI, 195 p. 29 illus., 1 illus. in color.
_bonline resource
336 _2rdacontent
_aTexto (visual)
_btxt
337 _2rdamedia
_aelectrónico
_bc
338 _2rdacarrier
_arecurso electrónico
_bcr
347 _atext file
_bPDF
_2rda
490 _aMedicine (Springer-11650)
505 0 _aAn appraisal of discipline based undergraduate medical curriculum -- Social accountability: the purpose of medical schools -- Basics of curriculum and curriculum change -- Research and evidence in education -- A practical approach to improving discipline-based undergraduate medical curriculum -- Educational leadership -- The curriculum committee -- Faculty development -- Student support -- Educational environment -- Programme evaluation -- The JIPMER experience with phase I MBBS.
520 _aThe past few decades have seen the increasing use of evidence in all aspects of healthcare. The concept of evidence-informed healthcare began in the 1990s as evidence-informed practice, and has since become widely accepted. It is also accepted that the training of medical graduates must be informed by evidence obtained from educational research. This book utilizes an evidence-informed approach to improve discipline-based undergraduate medical curricula. Discipline-based undergraduate medical curricula represent a widely adopted choice for undergraduate medical education around the world. However, there have been criticisms leveled against the discipline-based approach. One of the shortcomings cited is that students are insufficiently equipped to meet the challenges of today’s healthcare. As a result, various strategies have been proposed. One option, currently in vogue, is the outcome-based approach, wherein the exit behaviors of medical graduates are explicitly examined and used to guide the educational process. The shortcomings present in discipline-based undergraduate medical curricula can be overcome by the strengths of these strategies. This book recommends improving discipline-based undergraduate medical curricula by combining several strategies, including the adoption of an outcome-based approach and the use of evidence-informed implementable solutions. The book is relevant for all faculty, administrators and policymakers involved in undergraduate medical education, and can also be used as a resource for faculty development.
653 0 _aMedicine.
653 0 _aMedical Education.
700 1 _aS, Kumar.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
700 1 _aZ, Zayapragassarazan.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
700 1 _aSC, Parija.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
710 2 _aSpringerLink (Online service)
_9106996
776 0 8 _iPrinted edition:
_z9789811313097
776 0 8 _iPrinted edition:
_z9789811313110
856 4 0 _uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://doi.org/10.1007/978-981-13-1310-3
_zAcceso a este recurso digital (usuarios Universidad Europea de Valencia)
942 _2lcc
_cLE
998 _db
_feng
_ggw
_h0