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.
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