The competency-based undergraduate curriculum reform on the School of Treatment and Pharmacy at Ho Chi Minh Metropolis, School of Treatment (UMP-FM) is detailed and reviewed in reference to the educational and institutional reforms, and enabling actions advisable by the Lancet 2010 Charge for Effectively being Expert Coaching. Key objectives are to: revise the final 6-year curriculum to be additional built-in and competency-based; reinforce faculty college students’ info software program, problem-solving, medical competence, self-directed learning and cozy skills; develop an entire and performance-based scholar analysis programme; and arrange an entire prime quality monitoring programme to facilitate changes and enhancements. New choices embody early introduction to the observe of medication, family- and community-based medicine, professionalism, interprofessional education, electives experiences, and a scholarly enterprise. Institutional reform introduces a faculty enchancment programme, joint planning mechanism, a “custom of important inquiry”, and a transparent faculty reward system. Lessons learnt from the curriculum reform at UMP-FM could very nicely be helpful to medical faculties from low- and middle-income nations considering transitioning from a traditional to a competency-based curriculum.
Background and rationale
1 Flexner A. A Report again to the Carnegie Foundation for the Growth of Educating. Bulletin No. 4. Stylish medical education in Viet Nam started inside the early twentieth century. Historically, this adopted Flexner’s model,and was centred spherical science-based education, focused on idea and hospital-based observe, was teacher-centred, and had no integration between major and medical science.
An important power of the pre-reform curriculum at UMP-FM was the start of medical experiences inside the second 12 months of medical college. Weaknesses inside the preclinical years included a shortage of built-in curriculum and an overloaded curriculum. There was a heavy reliance on standard lectures and passive learning that was predominantly teacher-focused. Furthermore, there was no explicit emphasis on faculty college students’ skills to utilize and apply info within the course of problem-solving.
The pre-reform medical curriculum relied on quite a lot of fast medical subspecialities packages, focussed additional on in-hospital than group/outpatient care, and had a extreme student-to-faculty ratio. There was a shortage of emphasis on comfy skills corresponding to professionalism, communication, doctor-patient relationship, teamwork, lifelong learning, and medical ethics. These, coupled with the dearth of an entire and surroundings pleasant monitoring and analysis system, resulted in an lack of capacity to judge adequately and ensure the validity of students’ learning and medical competence. Lastly, there have been no scholar electives, and educating of positive topics was compulsory in Viet Nam corresponding to Nationwide Defence, Marxist-Leninist philosophy, and Ho Chi Minh’s ideology.
2 Frenk J
Chen L
Bhutta ZA
et al. Effectively being professionals for a model new century: reworking education to strengthen nicely being methods in an interdependent world. 2 Frenk J
Chen L
Bhutta ZA
et al. Effectively being professionals for a model new century: reworking education to strengthen nicely being methods in an interdependent world. Although medical curriculum reform at School of Treatment and Pharmacy at Ho Chi Minh Metropolis, School of Treatment (UMP-FM) was not primarily based totally on the Lancet Charge for Effectively being Expert Coaching “Reforms for a second century”,quite a lot of reform processes/actions are according to the Charge’s solutions. This case look at makes use of solutions referring to tutorial and institutional reforms, enabling actionsand supposed goals as a framework to overview components of curriculum reform at UMP-FM, and evaluates progress at twelve years after conception, enchancment and implementation.
The target was to transition from a discipline- and knowledge-based curriculum to an built-in, system- and competency-based curriculum. Key choices embody: vertical and horizontal curriculum integration; student-centred methodology; emphasis on essential care, professionalism and interprofessional education; additional practice- (versus theory-) based teaching; development from hospital-based to hospital- and community-based observe; self-directed learning course of; decreasing curriculum overload; rising time for self-directed learning; formative and summative performance-based analysis; and just-in-time faculty solutions to guage scholar competencies.
