Going beyond competencies: Building blocks for a patient- and population-centered medical curriculum

• Published in: Medical teacher 2024-12, Vol.46 (12), p.1568-7
• Main Authors: Magzoub, Mohi Eldin, Taha, Mohammed Hassan, Waller, Susan, Al Eissa, Awad Mansour, Hamdy, Hossam, Norcini, John, Al Marzooqi, Saeeda, Shaban, Sami, Elhassan Abdalla, Mohammed, Schmidt, Henk
• Format: Article
• Language: English
• Subjects: Artificial intelligence; Clinical Competence; Competency based learning; Cooperation; Critical incidents; Curricula; Curriculum; Drug resistance; Education, Medical - organization & administration; Epidemics; Health care; Humans; Innovations; Medical education; Medical personnel; Medical schools; Medical students; Obesity; Pandemics; Patient-Centered Care - organization & administration; Patients; Population growth; Population Health; Social sciences; Transformation; Urbanization
• ISSN: 0142-159X; 1466-187X; 1466-187X
• DOI: 10.1080/0142159X.2024.2412786

Changing health care requires changing medical education. In this position paper it is suggested that subsequent innovations in medical education each had their specific strengths and shortcomings. What they have, however, in common is that they place the medical student and their competencies at their center. Innovation in medical education is inward looking. The authors propose a perspective on the medical curriculum in which the patient, their family, and the surrounding community take center stage. They argue that present medical education cannot adequately respond to the great challenges to population health: an aging population, the obesity epidemic, and future pandemics of new diseases due to population growth, urbanization, and antimicrobial resistance, particularly because these challenges cannot be dealt with by the medical sciences alone but need deep understanding of the social sciences as well. In addition, the practice of health care is changing: effective health care demands a close partnership between the health care system and the medical school which is mostly lacking, cooperation with other health professions is becoming more and more necessary in response to the increasing complexity of health care, patients and their families are required to play a more active role in their health, medical error threatening patient safety is becoming to be seen as a huge problem, and the emergence of artificial intelligence in education and practice, all requiring transformation of medical education. The present contribution suggests eight such transformations necessary to create a truly patient- and population-centered medical curriculum.