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Medical qualification consensus

I have been concerned for some time by the appropriate time lapse needed for the formation and qualification of physicians. It is always quite long but how long should it be? In parallel to this question another not less important view arises about a standard “medical qualification consensus”. The latter view proposes that there should not be a difference in the medical knowledge and training skills among all doctors. I remember the “difficult” time I had in my medical courses when there were a lot of things to understand, memorize, and interpret and to fear from.

I did not by that time know that there could be a problem in the learning process and what it could be except that I was always tired and life could just lose its delight; I am a future doctor! The door is thus open for each one, medical student, to build and adopt personal idea and trace an “emergency exit” for such apparent medical career crisis. Some sought a solution in simply memorize to preserve a respected position as a university staff member as best thing among all bad options. Some others diverted to international certificates for both recognition and enhancement. The third group made every possible effort to escape the GP label to a specialist or assistant specialist title. In many of those examples the solution was almost superficial and cosmetic. The outcomes of the medical service provided by many medical colleagues are, therefore, almost random and the learning curves are quite flat too. The typical query: doctors are guilty or victims?

The proposal for an efficient and working medical formation may find its success in a well designed medical qualification consensus. There could be no more need to read whole books or to sprain your mind to memorize “a line” within the covers of several hundred pages book just because it may come in a question. The consensus should be laid down and agreed upon by notable and experienced scholars and practicing physicians such that a whole subject, e.g. physiology, may not exceed 50 pages in its neatest and leanest form. A subject like anatomy, e.g., should not be such frustrating for a green student mind with all details in one menu, but rather served in pieces that are totally clinically and research-wise relevant. In this regards building models and simulations and encouraging learning maps and subjective imagination should be also very helpful.

Constrain the individual variability

The impact and efficiency of medical courses’ curricula can be estimated with respect to their insight to assure minimal influence of normal individual variability among the students. Such individual variations include social rank, family conditions, memorization potential, language mastering, personality and communication skills, motives, study sources and resources, and ethical background.

Besides the realization of well qualified and adequately trained medical graduates those quality- and formation-directed curricula will save money and time on the side of the medical institution and on the graduate’s side as well, with the latter being at much ease; safe and secured, to achieve well defined and scalar learning objectives and practical skills.

Here are some suggestions to achieve transparent and inspiring medical courses’ plan:

1) additional learning hours for small groups (15 at maximum).

2) regular students-directed group discussions.

3) continuously changing and randomly assigned students’ study groups.

4) offering optional subjects and topics.

5) ‘answers on demand desk’ where answer sheets can be obtained for free.

6) assistant-guided learning and skill check list.

7) acknowledged available textbooks and study-references.

It is to be emphasized that minimizing the effect of individual variation among students through precise and efficient curriculum tailoring aims at ensuring proper education and training of candidates with better investment and encouragement for their personal views and creativities.

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