Some actual trends in Medical Education

Sincethe "Flexneriane" revolution 100 years ago, many attempts have been made to change how medicine is taught, and many new general tendencies in education have appeared. Principally the necessity to surpass the classic biomedical model with one more focussed on the individual and society has become evident. The curriculum tends to be more comprehensive with the inclusion of community needs, integration different clinical dimensions and interpersonal skills. The selection and admission of students into medical schools seeks to be more inclusive, equalising and based on the science of evaluation. Models of virtual universities have been emerging which will surely be successful in the future. They are based on the constant development of simulators, new information technology and the use of social media networks. There are many examples of mixed models of distance learning and blended e- learning. The concept of multi-professional and inter-professional practice and training including undergraduate and postgraduate training in some schools according to selected orientation has been incorporated. Evaluation of knowledge and professional skills tends to be more descriptive, with an emphasis on reflection and on metacognitive skills as well as the use of sophisticated tests such as OSCE, miniCEX, and Script Concordance tests. Educational training has become longitudinal, reflexive, interactive and encourages personal and professional commitment as an element for learning. Many aspects of medical education are definitely changing and these new tendencies are a medium through which one can adapt to the new social realities.

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