Abstract
The aim of this study was to identify problems arisen by conventional curricula, the guidelines for development of an appropriate educational model for 21st century, and the advantages and disadvantages of the last two curricular models. The medical education literature published from 1995 through 2002 of four reputable journals in medical education were searched (Academic Medicine, Teaching and Learning in Medicine, Medical Education, and Medical Teacher). First the possibly best articles were identified. During the second screening process 76 of 180 articles were found to be highly relevant to our questions. A review of the chosen articles revealed a concept map which starts from currently applied hypothetical-deductive reasoning (HDR)-based curricula in many medical schools all around the world. Results revelaed that continuing cyclical process might be time consuming, enhance burden of faculty and might be stressful for students involved. Current issues in health care system are possibly attributable to current HDR-based curricular models including PBL. Advantages of reiterative PBL theory can not be denied, but it appears that its limited application should be mainly seen in some academic classes to develop some generic transferable skills simultaneously with other teaching methods. Therefore vast application of HDR in clinical settings is not recommended according to our study. However the relationships demonstrated between factors and outcomes mentioned in the concept map can be used to run some new studies to test some hypotheses.
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Acknowledgement
We would like to thank the following authorities and colleagues in the following Institutes and organizations: Prof. Peter H. Harasym, PhD, Dept. of Community Health Sciences, University Of Calgary, Canada for technical support; Dr. Mohammed A. Mohagheghi, the Deputy Minister for Educational and Student Affairs, Ministry of Health and Medical Education, Iran; Dr. Mubasher Sheikh WHO representative in Iran; Members of Center for Adaptive Behavior and Cognition, Max Planck Institute, Berlin, Germany for their guidance on the recent cognitive theories of reasoning and decision-making especially the “Theory of Bounded Rationality”: Peter M Todd,PhD; Prof. Gerd Gigerenzer, PhD; Ulrich Hoffrage, PhD. The author Hakan Yaman and this article has been supported by the Akdeniz University Research Foundation.
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A preliminary form of this article has been presented at the the first Asia-Pacific Medical Education Congress, Singapore 2003 (Which kind of curriculum is more effective: Inductive or deductive one?: 123.).
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Haeri, A., Hemmati, P. & Yaman, H. What Kind of Curriculum Can Better Address Community Needs? Problems Arisen by Hypothetical-Deductive Reasoning. J Med Syst 31, 173–177 (2007). https://doi.org/10.1007/s10916-007-9052-5
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DOI: https://doi.org/10.1007/s10916-007-9052-5