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@#<p style="text-align: justify;"><strong>Research Question:</strong> What is the current status of self-efficacy beliefs towards research and research utilization (RU) of University of Santo Tomas Faculty of Medicine and Surgery (UST-FMS) graduates who had Clinical Epidemiology in their basic medical education curriculum?</p><p style="text-align: justify;"><strong>Significance of the Study:</strong> There is an increase in research and RU trends globally as adherence to practice based on evidence results in improved patient outcomes. Limited studies are available in describing research and RU of Filipino physicians and there is no study available specific for UST-FMS graduates.</p><p style="text-align: justify;"><strong>Objectives:</strong> The study aims to describe self-efficacy beliefs towards research and RU of UST-FMS graduates' batches 2012-2016 who had Clinical Epidemiology in their basic medical education.</p><p style="text-align: justify;"><strong>Study Design:</strong> A single-center, quantitative descriptive survey design was used.</p><p style="text-align: justify;"><strong>Methodology:</strong> Participants were graduates of UST-FMS batches 2012-2016, currently working at the University of Santo Tomas Hospital. Evidence-based Practice Confidence Scale (EPIC scale) and Edmonton Research Orientation Survey (EROS) were used to assess the research and RU of the participants gathered through snowball sampling.</p><p style="text-align: justify;"><strong>Statistical Analysis:</strong> Descriptive statistics such as means and standard deviations were used to analyze the EPIC and EROS scores.</p><p style="text-align: justify;"><strong>Results:</strong> The UST-FMS graduates value research and are generally confident in their ability to participate in evidence-based medicine. However, they rarely conduct research and have a low understanding of statistics.</p><p style="text-align: justify;"><strong>Conclusion:</strong> The self-efficacy beliefs of USTFMS graduates towards research and RU may be attributed to several factors. Clinical epidemiology as a subject may be improved by adding more lectures on statistics while hospitals should create avenues to support the conduct of research.</p>
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BACKGROUND@#The use of traditional and complementary medicine (T&CM) is increasing in both developed and developing countries. The school of Persian medicine (PM) in Iran is a comprehensive medical school that is rich in history and has its own special principles, elements, philosophy, and diagnostic and treatment options. Many complementary therapy modalities are also popular and in demand among patients and physicians. The aim of this paper is to provide logic for the policymakers in Iranian medical education to make changes in medical education curricula, particularly on integrating T&CM.@*METHODS@#We reviewed the global experience in teaching T&CM to medical students, and highlighting the strengths of PM, described why it is necessary to integrate T&CM into general medicine curricula in Iran.@*RESULTS@#PM is a traditional system of medicine that dates back about 7000 years. Although there are few studies about the safety and effectiveness of PM, research into it has recently been accelerated. There is a suitable opportunity for integrating T&CM with conventional medicine. Physicians should be familiar with T&CM to avoid any contraindications, interactions, and unwanted effects.@*CONCLUSION@#Traditional medicine is part of Iran's heritage and, thus, needs special attention. Familiarization of physicians with T&CM can help them choose the best treatment options for their patients. To integrate T&CM into the medical education curricula of Iran, a two-credit course has been proposed for implementation across the country.
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The relationship between anatomy and surgery has been historic and epic, spanning many centuries, complementing each other in medical education and being independent as well as interdependent in many ways. However, curricular changes that have happened globally in recent years with the introduction of several contemporary styles of medical teaching have subtly downplayed the importance of anatomy in medicine, allowing young doctors with poor knowledge of anatomy to become surgeons. With a whimsical introduction that metaphorically hints at the strained relationship that exists between anatomy and surgery, the article attempts to explore the ‘anatomy’ of anatomy itself, examining its origins in recorded ancient history, evolution along the centuries in tandem with surgery and its current status in medical education.
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1) We visited 4 universities in Germany, from where medical systems were once introduced to Japan as a model of modern medicine, and investigated the present conditions of medical education.2) The reform of curricula and methods of medical education has been actively performed in Germany, as it has been in Japan.
ABSTRACT
The socio-economic environment of the Republic of Korea is currently on the threshold of becoming that of developed country upon graduating from the league of developing countries and we are seeking i nternationalization and globalization of our society. There have been a great pressure of demands for changes in Korean medical education in line with the new socio-economic and technological changes and developments, but unfortunately there have been very little changes in Korean medical education curriculum which has been used since 1970. There appears to be a lot of disparities between the Korean medical education curriculum and those of the developed countries and our medical curriculum lags way behind in its quality standards as the medical education curricula in the North American countries and British Commonwealth countries have consistently revised and improved ever since 1970s with progress of their medical education programs, In this context it won't be an exaggeration at all even if we say that the watershed where the medical education curricula of the developed countries and that of the Korean medical education begins from the clinical practice. According to the medical education curriculum which we are applying presently, there are many cases of skipping the preparation steps and procedures in attending clinical practice sessions and this has been the main reason why the students who are on clinical practice have been unable to perform practices properly and they merely become spectators or observers due to their fear complexes and lack of clinical skill competencies. In order to tackle this problem the Medical Education Council of Korea University prepared a foundation of improvement by conducting a questionaire research on the 1993 clinical practices. Based on this research we introduced a clinical practice orientation program for a duration of one week by reducing the duration of summer vacation but without changing the 1993 curriulum. During the orientation period we tried to minimize classroom teaching and emphasized manual skill competency development based on clinical practices whereby students rotated educational stations by forming groups of 8 persons each. I, hereby, report this successful case of experiment as we have gained a high level of favorable responses from the students of the corresponding school years upon implementation of the new initiatives in three consecutive years, i.e. in 1993, 1994 and 1995.