Open AccessIraqi Medical Student’s Perceptions of Learning Environment Following Surgical Curriculum Change
Author(s) -
Hasan Khalaf,
Basim Almothafar,
Noor Alhalabi
Publication year - 2022
Publication title -
acta informatica medica
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.267
H-Index - 20
eISSN - 1986-5988
pISSN - 0353-8109
DOI - 10.5455/aim.2022.30.105-109
Subject(s) - curriculum , perception , medical education , curriculum mapping , learning environment , emergent curriculum , problem based learning , psychology , mathematics education , medicine , curriculum development , pedagogy , neuroscience
There are three undergraduate medical school curricula types - 'traditional', 'integrated', and 'problem-based learning' (PBL). Traditional curricula involve teaching basic medical science in the early years in an atomistic and often didactic way, predominantly through lectures. In later years, students move on to learning clinical skills and applying their medical knowledge in clinical settings. Meanwhile, the philosophy of integrated curricula is that students learn best by understanding medical science in relation to whole systems and by linking knowledge with practice. Integrated curricula take a more holistic approach and bring together elements of medical science rather than teaching them in isolation.