Charles G. Prober MD and Chip Heath PhD writing in this week’s New England Journal of Medicine about the need to reform the format of medical education
I couldn’t agree more with the sentiment encapsulated in the quote above. Medical schools have done an excellent job in recent years of incorporating some alternative educational formats such as problem-based learning groups, interactive case-based lectures, and patient simulations. But these interactive and engaging learning activities only make up 10-20% of educational activities. Lectures still make up the bulk of coursework in medical school. As suggested by these authors, this ratio needs to be flipped with the majority of in-person learning occurring through interactive, case-based exercises while relegating lecture-based material to short electronic media formats.
One point missed by the authors in their commentary, however, is the need for collaboration among medical schools to pool their collective educational talent in pursuit of creating the absolute best electronic resources. Not every medical school has the best lecturers in all fields. By picking and choosing the best lecturers in biochemistry, physiology, pathology, anatomy, and pharmacology from each individual institution, we can provide students with the absolute best educational content.
This already occurs in the board review industry where publishers single out the best educators (or at least the most renowned) to write board prep books. Let’s bring this to all aspects of medical education to leverage content from the best educators delivered through electronic media to improve medical education for med students everywhere.
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