Undergraduate Medical Curriculum: Integrated versus Traditional Curriculum: Teaching Staff Perspectives, Al-Baha Medical School, Saudi Arabia

Elfatih Sakih

doi:10.6018/edumed.716441

Autores/as

Elfatih Sakih Assistant Professor of Pediatrics, Al-Baha University, Al-Baha, Saudi Arabia - Assistant Professor of Pediatrics, Dongola University, Dongola, Sudan

DOI: https://doi.org/10.6018/edumed.716441

Palabras clave: Integrated, curriculum, traditional, teaching, staff, clinical, sciences

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Resumen

Introducción: Durante las últimas dos décadas, ha habido un cambio global significativo en la estructura del plan de estudios de medicina de pregrado. El plan de estudios médico integrado ha ido creciendo cada vez más como modelo educativo moderno que reemplaza al plan de estudios tradicional; por tanto, es crucial valorar el punto de vista del profesorado sobre este modelo médico emergente. Metodología: Este es un diseño de estudio descriptivo transversal que utiliza un cuestionario electrónico estructurado y autoadministrado para evaluar las perspectivas del personal docente de la Facultad de Medicina de Al-Baha con respecto al plan de estudios integrado adoptado por la facultad. Resultados: La mayoría de los profesores informaron que el plan de estudios integrado es más eficaz para mejorar el razonamiento clínico (56,2%), la participación de los estudiantes (76,7%) y la integración de las ciencias básicas y clínicas (80,8) en comparación con el plan de estudios tradicional. También se consideró que estaba mejor alineado con la educación médica moderna (75,3%) y los enfoques de aprendizaje activo (86,3%). Conclusión: En general, la perspectiva de los profesores sugiere que si bien el plan de estudios integrado ofrece beneficios educativos sustanciales, como mejorar el razonamiento clínico, la participación de los estudiantes, una mejor integración de las ciencias básicas y clínicas y respalda mejor los resultados de la educación médica moderna, una implementación exitosa requiere apoyo institucional continuo, capacitación del profesorado y evaluación y refinamiento continuo del plan de estudios.

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