Medical education in the United States is torn between its allegiance to the Newtonian biomolecular paradigm of medical science that made it so successful in the past and a growing sense, both within academia and without, that medicine needs to become more interdisciplinary and population based.
This article explores the potential of the Oxford Perinatal Care model as a useful tool for medical educators to bridge the curricular gap between these two paradigms.
The Oxford model is based upon ongoing meta-analysis of all randomized control trials relating to perinatal medicine; interventions and technologies are placed into one of four categories, ranging from « forms of care that reduce negative outcomes » to « forms of care that should be abandoned ».
Mots-clés Pascal : Enseignement supérieur, Programme enseignement, Modèle, Formation professionnelle, Médecine, Soin, Prénatal, Etats Unis, Amérique du Nord, Amérique
Mots-clés Pascal anglais : Graduate level education, Educational program, Models, Occupational training, Medicine, Care, Prenatal, United States, North America, America
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 93-0581644
Code Inist : 002B30A09. Création : 199406.