Abstract
Until about 10 years ago, didn't we have any scientific study about the principle of medical education, instructional methods nor strategies.
From this viewpoint I would like to outline the actual medical education.
Since Miller's analysis about the medical needs which implied social needs as well as student's needs and besides of his work about the need of the medical schools, he established a new method for medical education using the instructional methods of other scientific fields, thus a new medical education was born.
The WHO supports his work and the new medical education methods; the WHO established also, the Regional Teacher Training Center (RTTC) in Sydney, Australia. Many delegates from Asian countries participated on the workshop for the new medical education and have been trained as we reported in 1975.
The medical education of the University of Illinois and the McMaster University are the leaders in the field of the new medical education. And even at the Columbia and Harvard Universities, with their proud tradition from over 200 years, new scientific educational methods have been elaborated and they made a special effort in the field of integrated curriculum and comprehensive medical care.
We should also mention that almost all medical schools in the U.S.A. have a chair of primary care course which make us believe in their enthusiasm for primary care.
I reported before about the increasing number of students who are willing to take the course in primary care, but it is only through the social need and with the economical support of the government that the course of primary care will develop.
I mentioned too, the principle of curriculum planning, GIO (general instructional objectives), SBO (specific behavioral objectives) and the importance of evaluations. Further, I introduced the MPL (minimum pass level) as well as the instructional medias such as, patients on paper, simulated patients, other simulators and CAI (computer assisted instruction).
