Later, the so-called reform was also called "Southern Tour in 1992" to clear the name of the market. But no one thinks that it can be compared with 1978, and the strong interest and behavior adjustment is.
The real reform of medical education is only a generation. For the United States, the government monopolized the qualifications of doctors in the previous 1870 generation. For Britain, the pharmacists' association in the18th century was collectively transformed into GP (this is another story).
Flexner reform is the only one. Later PBL and competency-based can only be said to be the self-improvement of medical education for academic views, not the reform at all.
Problem-based learning (PBL) has been popularized all over the world, but it has not been successfully carried out except Yangming University in Taiwan Province Province (which persisted at least in 17) and some American universities.
PBL teaching mode is very effective and highly respected in the medical field, but after 20 years of practice, the PBL teaching mode in North American medical colleges has obviously shrunk. On the contrary, the Medical College of Yangming University in Taiwan Province Province has done a great job, and has been insisting since 1998.
The first generation of reform: medical education based on science. The first generation of medical education reform (1900-1960) was initiated by Flexner report, and science-based curriculum promoted the rapid development of modern medicine and its technology.
The second generation of medical education reform: a problem-centered educational innovation process. The second generation of medical education reform (1960 -2000) was put forward by London Harden rm, which is student-centered and problem-based.
The third generation medical education reform: a medical education model with patients and people as the center and ability as the core. Entering the 2 1 century, medical education is experiencing a new wave of reform. 20 10 "international medical education Committee" has planned the development strategy of crossing national boundaries and diluting discipline boundaries.
Summarized as follows:
The experimental class in Chinese mainland is also very successful. North America has turned the PBL model into a rough version. Simply put, it has changed from a referendum to a people's congress system, with 6-7 people in a class participating in the discussion.
Ask teachers in North America why they canceled PBL. The answer is simple. Compared with lobby lectures or rough PBL, the labor cost is too high, and the same content is about 10 times. Although the cost in Taiwan Province Province is also high, the overall market price of doctors in Taiwan Province Province is low, but it can be maintained.