Global minimum essential requirements in medical education

被引：185

作者：

Armstrong, EG ^{[1
]}

Bandaranayake, RC ^{[1
]}

Bosch, AOI ^{[1
]}

Cravioto, A ^{[1
]}

Dohner, C ^{[1
]}

Dunn, MR ^{[1
]}

Gonnella, JS ^{[1
]}

Hamilton, JD ^{[1
]}

Harden, RM ^{[1
]}

Hawkins, D ^{[1
]}

Patiño, JF ^{[1
]}

Schwarz, MR ^{[1
]}

Stern, DT ^{[1
]}

Tuchinda, P ^{[1
]}

van Niekerk, JPD ^{[1
]}

Wojtczak, A ^{[1
]}

Tongfu, Z ^{[1
]}

机构：

[1] Inst Int Med Educ, White Plains, NY 10604 USA

来源：

MEDICAL TEACHER | 2002年 / 24卷 / 02期

关键词：

D O I：

10.1080/01421590220120731

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The Process of globalization is increasingly evident in medical education and makes the task of defining global essential competences required by 'global physicians' an urgent matter. This issue was addressed by the newly established Institute for International Medical Education (IIME). The IIME Core Committee developed the concept of 'global minimum essential requirements' ('GMER) and defined a set of global minimum learning outcomes that medical school students must demonstrate at graduation. The 'Essentials' are grouped under seven broad educational domains with a set of 60 learning objectives. Besides these 'global competences, medical schools should add national and local requirements. The focus opt student competences as outcomes of medical education should have deep implications for curricular content as well as the educational processes of medical schools.

引用

页码：130 / 135

页数：6

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