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Dec 13, 2017
Dr Neel Sharma
Nov 12, 2017
Sep 03, 2017
While moves towards Problem based education programme for medical and health care professionals become a pattern rather than just an event, the underlying paradigm that making this shift possible is rarely stated. I will demonstrate that thinking at the level of the paradigm can ensure transformative, sustainable reform which is compatible with the demands of 21st century skills and challenges. The paradigm that make integration of curriculum and Problem based learning methodology possible is complexity system thinking paradigm which manifested as transdisciplinary approach. Hence speaking about integration as a ladder is not possible if we take into consideration that integration is synthetic thinking, which is grounded in a different ontology and epistemology from that of the analytical thinking. Consequently, we have two ladders to practice science, linear, analytical ladder which disintegrate the parts from the whole and second one is non-linear, lifeworld system thinking ladder which is a vertical experience, lived as a bird or helicopter view in which the whole seen in the parts.
Aug 29, 2017
Team-based learning (TBL) has been widely used for undergraduate medical education, and it is usually modified at some degrees at the course level. Although the TBL method allows flexibility depending on the context and demands of the course, benefits from TBL in the learning process should be kept.
Apr 28, 2017
Dr Yingzi Huang, AMEE Ambassador to Southern China, gives her thoughts on attending the conference in Guangzhou, China, a collaborative effort between AMEE and SunYatSen University.
Jun 10, 2016
Dr Yingzi Huang provides MedEdWorld with this thought provoking reflection piece.
May 25, 2016
sustainable reform and development can be achieved by adopting a lifeworld approach which can ensure intertwining health care system, medical education and consequently interprofesstional practice
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