Book Description
The organization of medical school curriculum must change. Reports by Cooke et al. and the Josiah Macy Jr. Foundation, calling for the structure of medical school curriculum to change, were published in 2010. The reports called for social and cultural awareness in education, the need to focus on student-centered learning, and the use of technology in courses, and cautioned against the rising costs of medical school. Innovators in medical school curriculum are embracing how technology and medical humanities together can serve to address the issues raised in the two reports. However, these innovations have been limited in implementation to a small number of schools and have yet to become part of the standardized medical school curriculum to prepare the next generation of healthcare professionals. This dissertation is a comparative case study of three medical schools that have changed or are in the process of changing their curriculum. Specifically, this dissertation looks at the mechanisms innovative medical schools use to incorporate the reports' recommendations, by employing aspects of medical humanities and technology in the curriculum, and how these mechanisms can be implemented more broadly into other medical colleges. Findings include focusing on the future by supporting staff and faculty development to support their scholarship and working with them to change their teaching style.
