Going beyond competencies: Building blocks for a patient- and population-centered medical curriculum
The present contribution suggests eight such transformations necessary to create a truly patient- and population-centered medical curriculum.
Authors
- Ayman Eissa (ORCID: https://orcid.org/0000-0002-3844-4294)
- John J. Norcini (ORCID: https://orcid.org/0000-0002-8464-4115)
- Mohamed Elhassan Abdalla (ORCID: https://orcid.org/0000-0002-9241-1370)
- Mohamed H. Taha (ORCID: https://orcid.org/0000-0003-0808-5590)
- Susan Waller (ORCID: https://orcid.org/0000-0002-6309-0360)
- M. Magzoub (ORCID: https://orcid.org/0000-0002-6721-4500)
- Henk G. Schmidt (ORCID: https://orcid.org/0000-0001-8706-0978)
- Sami F Shaban (ORCID: https://orcid.org/0000-0003-0312-4722)
- Hossam Hamdy (ORCID: https://orcid.org/0000-0001-6096-6139)
- Faisal Al Marzooqi (ORCID: https://orcid.org/0000-0003-2753-0231)
Institutions
- Gulf Medical University (AE)
- United Arab Emirates University (AE)
- SUNY Upstate Medical University (US)
- University of Limerick (IE)
- University of Sharjah (AE)
Publication Details
- Journal
- Medical Teacher
- Published
- 2024-10-31
- DOI
- https://doi.org/10.1080/0142159x.2024.2412786
- Citations
- 6
- Primary Topic
- Innovations in Medical Education
- Type
- article
- Field-Weighted Citation Impact
- 3.26