A post-Flexner comparative case study of medical training responses to health system needs in Brazil and Germany

Dados Bibliográficos

ID21880656
AutoresRoland Koch (0000-0002-6500-928X, Universitätsklinikum Tübingen, autor correspondente), Hannah Fuhr (Universitätsklinikum Tübingen), Lilian Koifman (0000-0003-1038-3490, Universidade Federal Fluminense), Heidrun Sturm (0000-0003-4327-7205, Universitätsklinikum Tübingen), Candida March (0000-0001-5651-9512, Universidade Federal Fluminense), Claudia March (UFF, Niteroi, Rio de Janeiro, Brazil), Luiz Vianna Sobrinho (0000-0002-9725-8862, Fundação Oswaldo Cruz), Stefanie Joos (0000-0002-5810-529X, Universitätsklinikum Tübingen), Fabiano Tonaco Borges (0000-0002-7325-6360, Universidade Federal Fluminense)
Ano2022
Volume7
Fascículo3
Páginase008369
Data de publicação2022-03-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoBMJ Global Health (JOURNAL)
Identificadores do periódicoISSN: 2059-7908 • E-ISSN: 2059-7908
EditoraBMJ (PUBLISHER • GB)
DOI10.1136/bmjgh-2021-008369
PMID35346956
OpenAlexW4220846539
IdiomaEN
Citações recebidas1
Referências citadas30

Health systems need medical professionals who can and will work in outpatient settings, such as general practitioner practices or health centres. However, medical students complete only a small portion of their medical training there. Furthermore, this type of training is sometimes seen as inferior to training in academic medical centres and university hospitals. Hence, the healthcare system’s demand and the execution of medical curricula do not match. Robust concepts for better alignment of both these parts are lacking. This study aims to (1) describe decentral learning environments in the context of traditional medical curricula and (2) derive ideas for implementing such scenarios further in existing curricula in response to particular medicosocietal needs. This study is designed as qualitative cross-national comparative education research. It comprises three steps: first, two author teams consisting of course managers from Brazil and Germany write a report on change management efforts in their respective faculty. Both teams then compare and comment on the other’s report. Emerging similarities and discrepancies are categorised. Third, a cross-national analysis is conducted on the category system. Stakeholders of medical education (medical students, teaching faculty, teachers in decentral learning environments) have differing standards, ideals and goals that are influenced by their own socialisation—prominently, Flexner’s view of university hospital training as optimal training. We reiterate that both central and decentral learning environments provide meaningful complementary learning opportunities. Medical students must be prepared to navigate social aspects of learning and accept responsibility for communities. They are uniquely positioned to serve as visionaries and university ambassadors to communities. As such, they can bridge the gap between university hospitals and decentral learning environments

Curriculum · Health care · Medical education · Pedagogy · Political science · Empathy and Medical Education · Innovations in Medical Education · Interprofessional Education and Collaboration · Medicine · Psychology