International Handbook of Medical Education

By Abdul W. Sajid; Christine H. McGuire et al. | Go to book overview

the training and capacity to successfully pursue further levels of graduate medical studies including sophisticated and highly technical subspecialties. During specialty training, the health service system, supported by the universities, must assure, through adequate supervision and evaluation, that educational goals and objectives are reached. On the other hand, when doctors do practice without residency training, the full responsibility for their performance will fall upon the medical schools, where they should obtain the knowledge and skills to provide the best care to individuals, families, and social groups.

From a formal standpoint, the recommendations in 1988 from AMFEM and the Ministry of Health to the World Conference on Medical Education in Edinburgh, and as stated in the project titled Medical Education in the Americas (EMA), and carried out by PAFAMS under the auspices of the Kellogg Foundation, point to the following critical issues for the future of medical education: (1) to adapt the professional profile of physicians to the actual needs of the society, securing a sound general professional education; (2) to reach a balance among the knowledge, skills, values, and attitudes that students require in order to deliver effective health care and to continue learning through independent study; and (3) to promote the highest cooperation and coordination between the health services and the educational institutions.


REFERENCES

Bankowsky Z., and A. Mejía. 1987. Health manpower out of balance: Conflicts and prospects. Geneva: CIOMS.

Consejo Asesor en Epidemiología. 1990. México: Información Prioritaria en Salud, SSA. México.

De la J. R. Fuente, J. Martuscelli, y D. Alarcón, eds. 1990. La investigación en salud: balance y transición. México: Fondo de Cultura Económica.

FEPAFEM. 1990. "Educación Médica en las Américas. El Reto de los Años 90". Federación Panamericana de Facultades (Escuelas) de Medicina. vol. 17. Caracas: Fondo Editorial FEPAFEM. (Cited as FEPAFEM.)

Hernández A. 1982. Estado Actual de la Educación Médica en México. México: AMFEM.

Laguna J., et al. 1974. "Plan de Estudios Experimental de Medicina General (Plan A-36)". Educación Médica y Salud 2:205-225.

Narro J. Robles, et al. 1990. Challenges in medical education in Mexico (Los desafios de la Educación Médica en México). México, D.F.: UNAM.

Soberón G., J. Kumate, and J. Laguna. 1988. La Salud en México: Testimonios 1988. México: Fondo de Cultura Económica.

Villalpando-Casas J., et al. 1988. "Los estudios de Especialización en Medicina. (Specializing studies in medicine)". Ciencia y Desarrallo 110. CONACYT 79:113.

World Federation for Medical Education. 1988. Edinburgh Declaration. World Conference on Medical Education. Edinburgh, Scotland: World Federation for Medical Education.

World Health Organization. 1978. "Alma Ata Declaration". Report of the Conference on Primary Health Care at Alma Ata, USSR, 6-12 September. Geneva: WHO.

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International Handbook of Medical Education
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • Illustrations ix
  • Foreword xi
  • Preface xv
  • 1: An Overview of Medical Education in the Late Twentieth Century 1
  • References 12
  • 2: Evaluation and Change in Medical Education 13
  • References 18
  • 3: Australia 21
  • References 35
  • 4: Belgium 37
  • References 48
  • 5: Brazil 53
  • 6: Canada 65
  • References 75
  • 7: The Commonwealth (English-Speaking) Caribbean 81
  • References 96
  • 8: Chile 101
  • References 107
  • 9: The People's Republic of China 109
  • References 123
  • 10: Czech and Slovak Federative Republic 131
  • References 139
  • 11: Egypt 141
  • References 154
  • 12: France 155
  • References 169
  • 13: Germany 175
  • References 186
  • 14: Hungary 191
  • References 203
  • 15: India 207
  • References 219
  • 16: Israel 231
  • References 246
  • 17: Italy 249
  • References 254
  • 18: Japan 259
  • References 267
  • 19: Malaysia 275
  • References 288
  • 20: Mexico 291
  • References 300
  • 21: The Netherlands 305
  • References 317
  • 22: Nigeria 321
  • References 327
  • 23: Pakistan 331
  • References 342
  • 24: Poland 347
  • References 358
  • 25: Russia (Former USSR) 359
  • References 368
  • 26: South Africa 369
  • 27: Thailand 377
  • References 390
  • 28: United Kingdom 393
  • References 403
  • 29: United States of America 405
  • References 415
  • 30: Venezuela 417
  • References 428
  • Appendix A: General Country Demographics, 1989 437
  • Appendix B: Medical School Demographics, by Country 441
  • Appendix C: Admission Policies and Requirements, by Country 447
  • Appendix D: Policy Making Bodies with a Role in Medical Education 459
  • Appendix E: Professional Organizations with a Role in Medical Education, by Country 465
  • Appendix F: Governmental Agencies with a Role in Medical Education, by Country 469
  • Appendix G: Selected Bibliography 473
  • Appendix H: Acronyms and Abbreviations Used in This Handbook 485
  • Index 495
  • About the Contributors 511
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