6. 9. 2007
In 1996, the 3rd Faculty of Medicine at the Charles University of Prague launched completely new medical curriculum in order to reflect significant changes in medicine during 20th century, to respect clinical needs, to increase student’s motivation to learn the theory, to support more individual daily contacts of students with teachers and patients, to increase the proportion of active training forms, and to facilitate the acquisition of practical skills. New curriculum is divided in three cycles: integrated learning, problem oriented study and clinical rotations, 2 years each. Cycles consist of modules, which are highly integrated (e.g., morphology, physiology and biochemistry in one module “Structure and function of the human body”). Problem oriented study brings basically reorganized subjects, e.g., chest pain, movement disorders etc. In this presentation, the new curriculum will be described and its pitfalls discussed.
References:
Höschl C., Anděl M. (eds): Proceedings of the 1st International Conference on the New Medical Curriculum, Prague, January 9-10, 1998. Tigis, Praha 1999, p. 85.
Kožený J., Höschl C.: Structural model of academic performance of medical students in first four semesters of curriculum. Čs. psychol, 40, 1996, 3: 173-178.
Höschl C.: New medical curriculum-international perspective. Forum 4; 6/1998:3
Höschl C., Kožený J.: Predicting academic performance of medical students: The first three years. Am. J. Psychiatry, 154, 1997, 6: 87-92.