Medical Education

Abstract

The notion that the medical professions are grounded in sound social and philosophical commitments to human well-being and advancement is the very foundation of medicine since time in memoriam. Caring is the essential work of all health professionals, since most patients have no medical condition explainable by the mechanistic biomedical model. Health, illness, and disease, and biomedically defined disease distributions in the community follow a Pareto distribution (aka the 80/20 split) (i.e. only a minor percentage require tertiary hospital interventions). This chapter unravels important failures inherent in current medical education approaches – the misconceptions about science, the limitations inherent in the prevailing worldviews, the shaping of attitudes and behaviors resulting from social interactions in health professional institutions, and the impact of the lack of flexibility within health professional institutions. Positing that health is a personal dynamic balanced state, represented through a somato-psycho-socio-semiotic model, is the basis on which principles for a patient-centered educational approach are developed. Such a new curriculum would embrace the complex adaptive systems principle – focusing on the interdependencies between teachers and learners, allowing the curriculum to emerge over the course based on learners’ clinical exposures and experiences, fostering a critical engagement with the multifaceted knowledge base of the disciplines, and most importantly, building the necessary resilience for handling, individually and collectively, the emotional demands of caring.