A competency-based longitudinal core curriculum in medical neuroscience.

Autor:	Merlin LR; From SUNY Downstate Medical Center and Kings County Hospital (L.R.M.), Brooklyn, NY; University of Arizona (H.A.H.), Tucson; Harvard Medical School and Brigham & Women's Hospital (T.A.M.), Boston, MA; Oregon Health & Science University and Portland VAMC (J.A.K.); and University of Toledo (I.I.A.), OH. lisa.merlin@downstate.edu., Horak HA; From SUNY Downstate Medical Center and Kings County Hospital (L.R.M.), Brooklyn, NY; University of Arizona (H.A.H.), Tucson; Harvard Medical School and Brigham & Women's Hospital (T.A.M.), Boston, MA; Oregon Health & Science University and Portland VAMC (J.A.K.); and University of Toledo (I.I.A.), OH., Milligan TA; From SUNY Downstate Medical Center and Kings County Hospital (L.R.M.), Brooklyn, NY; University of Arizona (H.A.H.), Tucson; Harvard Medical School and Brigham & Women's Hospital (T.A.M.), Boston, MA; Oregon Health & Science University and Portland VAMC (J.A.K.); and University of Toledo (I.I.A.), OH., Kraakevik JA; From SUNY Downstate Medical Center and Kings County Hospital (L.R.M.), Brooklyn, NY; University of Arizona (H.A.H.), Tucson; Harvard Medical School and Brigham & Women's Hospital (T.A.M.), Boston, MA; Oregon Health & Science University and Portland VAMC (J.A.K.); and University of Toledo (I.I.A.), OH., Ali II; From SUNY Downstate Medical Center and Kings County Hospital (L.R.M.), Brooklyn, NY; University of Arizona (H.A.H.), Tucson; Harvard Medical School and Brigham & Women's Hospital (T.A.M.), Boston, MA; Oregon Health & Science University and Portland VAMC (J.A.K.); and University of Toledo (I.I.A.), OH.
Jazyk:	angličtina
Zdroj:	Neurology [Neurology] 2014 Jul 29; Vol. 83 (5), pp. 456-62. Date of Electronic Publication: 2014 Jun 27.
DOI:	10.1212/WNL.0000000000000646
Abstrakt:	Current medical educational theory encourages the development of competency-based curricula. The Accreditation Council for Graduate Medical Education's 6 core competencies for resident education (medical knowledge, patient care, professionalism, interpersonal and communication skills, practice-based learning, and systems-based practice) have been embraced by medical schools as the building blocks necessary for becoming a competent licensed physician. Many medical schools are therefore changing their educational approach to an integrated model in which students demonstrate incremental acquisition and mastery of all competencies as they progress through medical school. Challenges to medical schools include integration of preclinical and clinical studies as well as development of learning objectives and assessment measures for each competency. The Undergraduate Education Subcommittee (UES) of the American Academy of Neurology (AAN) assembled a group of neuroscience educators to outline a longitudinal competency-based curriculum in medical neuroscience encompassing both preclinical and clinical coursework. In development of this curriculum, the committee reviewed United States Medical Licensing Examination content outlines, Liaison Committee on Medical Education requirements, prior AAN-mandated core curricula for basic neuroscience and clinical neurology, and survey responses from educators in US medical schools. The newly recommended curriculum provides an outline of learning objectives for each of the 6 competencies, listing each learning objective in active terms. Documentation of experiences is emphasized, and assessment measures are suggested to demonstrate adequate achievement in each competency. These guidelines, widely vetted and approved by the UES membership, aspire to be both useful as a stand-alone curriculum and also provide a framework for neuroscience educators who wish to develop a more detailed focus in certain areas of study. (© 2014 American Academy of Neurology.)
Databáze:	MEDLINE
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