A Comparative Analysis of Medical Education Models and Curriculums of A Medical University and A Medical Education Center

  • QU Fanwei Kunming Medical University, 1168 West Chunrong Road, Yuhua Avenue, Chenggong District, Kunming 650500, Yunnan, P.R.China
  • HE Jin Department of Clinical Pharmacy, The First Affiliated Hospital of Kunming Medical University, Kunming, 650032, Yunnan, P.R.China
  • MA Hua Kunming Medical University, 1168 West Chunrong Road, Yuhua Avenue, Chenggong District, Kunming 650500, Yunnan, P.R.China
  • JIANG Yanling Kunming Medical University, 1168 West Chunrong Road, Yuhua Avenue, Chenggong District, Kunming 650500, Yunnan, P.R.China
  • ZHAO Wenlan Kunming Medical University, 1168 West Chunrong Road, Yuhua Avenue, Chenggong District, Kunming 650500, Yunnan, P.R.China
  • Virasakdi Chongsuvivatwong Faculty of Medicine, Prince of Songkla University, 15 Kanjanavanich Road, Hat Yai, Songkhla 90110 Thailand.
  • JIANG Runsheng Kunming Medical University, 1168 West Chunrong Road, Yuhua Avenue, Chenggong District, Kunming 650500, Yunnan, P.R.China

Abstract


Introduction: In order to solve the shortage of competent healthcare manpower at the village level of Yunnan Province, We compared the training mode of Kunming Medical University and The Medical Educational Center, Hat Yai of PSU. The aim of this study is to compare the difference of the two institutions and learn from each other’s advantages.
Methods: The review covered relevant policy areas and stipulations governing general practitioner training for both countries. Quantitative research was done by using a questionnaire developed in house by the project team, students from the inaugural cohort at KMU and students from the MECH. In Qualitative research, in-depth interviews were carried out with the teaching administration and students from both schools.
Results: In Kunming Medical University, besides the conventional lectures, teaching methods such as case based learning and problem based learning have been worked into the basic science, laboratory, and clerkship/internship sessions. The desired end product is a general practitioner.  In Prince of Songkla University, the first and second phases consist of basic science and preclinical integrated topics taught at PSU. For the third and final phase, the students have core clinical modules and selective at MECH where the methods are learner centered, problem based, integrated and set in the context of community primary healthcare practice.
Conclusions: We should start with the integration of the medical disciplines and the humanities, so as to restore the lost “art of doctoring”. We need to integrate the various foundational and clinical disciplines into an organ system based curriculum, not just in form, but also in function and purpose.

Keywords: curriculums; Hat Yai; Kunming Medical University; medical education models; Medical Education Center.

Published
2019-02-28
How to Cite
Fanwei, Q., Jin, H., Hua, M., Yanling, J., Wenlan, Z., Chongsuvivatwong, V., & Runsheng, J. (2019). A Comparative Analysis of Medical Education Models and Curriculums of A Medical University and A Medical Education Center. Journal of Nepal Medical Association, 57(215). https://doi.org/10.31729/jnma.4107
Section
Original Article