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PubMed2000

[New pedagogic methods in anatomy: experience at Cambridge University].

The expansion of knowledge in basic medical sciences is not linked to the time assigned for the teaching of anatomy to medical undergraduates. The question of "basic knowledge" in teaching anatomy during medical training arises as a need for education of future clinical doctors. Nowadays, two extreme views in teaching anatomy can be recognized: one adopted some pure anatomists who feel their existence threatened even by the idea of any reduction in their field, and one by some morphologists exclusively interested in cellular biology, who consider that classical anatomy is of no interest, since it has been exhausted as a field for research. An intermediate position is taken by some clinicians, who maintain that anatomy is indispensable but seek a severe reduction in the content to what they consider to be necessary. The above mentioned need for clinicians was reflected in recommendations of Education Committee of the General Medical Council (GMC) which in short, could be characterized by: the substantial reduction of factual information, the increase of student learning and the emphasis of clinically applied anatomy with its integration to the general medical education. GMC delegated the Department of Anatomy at the University of Cambridge by the developing of the new anatomy course. This new course was for the first time introduced in school year 1998-1999. In this study are presented ways and methods of undergraduate anatomy teaching at the University of Cambridge. These educational principles could serve as a model for teaching anatomy during its transformation in other medical faculties.

Anatomy↗
PubMed2000

[Problem-based learning, description of a pedagogical method leading to evidence-based medicine].

Problem-Based Learning is an educational method which uses health care scenarios to provide a context for learning and to elaborate knowledge through discussion. Additional expectations are to stimulate critical thinking and problem-solving skills, and to develop clinical reasoning taking into account the patient's psychosocial environment and preferences, the economic requirements as well as the best evidence from biomedical research. Appearing at the end of the 60's, it has been adopted by 10% of medical schools world-wide. PBL follows the same rules as Evidence-Based Medicine but is student-centered and provides the information-seeking skills necessary for self-directed life long learning. In this short article, we review the theoretical basis and process of PBL, emphasizing the teacher-student relationship and discussing the suggested advantages and disadvantages of this curriculum. Students in PBL programs make greater use of self-selected references and online searching. From this point of view, PBL strengthens the role of health libraries in medical education, and prepares the future physician for Evidence-Based Medicine.

Education, Medical↗
PubMed2001

[National Diabetes Registry. A teaching pedagogical instrument for quality assurance].

The National Diabetes Registry of Sweden presents results from its third year of registration. Quality of care data from more than 41,000 patients with diabetes treated at medical and children's departments as well as primary health care centers are compared with national goals concerning metabolic and blood pressure control, and information is provided concerning the prevalence of lipid treatment, nephropathy, smoking etc. The national HbA1c goal of 6.5% is reached by 30% of patients treated at medical departments and by 50% in primary health care. Concerning patients with onset before 30 years of age, this goal is reached by 25%, which indicates that the national goal is difficult to reach and that individual goals must be set for individual patients.

Adolescent↗