| dc.description.abstract | Health professions education is a dynamic
process which should response positively to
cater the changing needs of the healthcare and
the expectations for the public. On the other
hand, it should evolve with growing evidence
on educational theory. Around the world, the
transformation of curricula, assessment and
teaching learning methods are taking place and
certain trends have been emerged as a result.
In the past, the focus of health professions
education was to provide knowledge and skills
for professional practice. Even the development
of attitudes was a by-product. However, today,
the focus of healthcare professions education is
fostering a professional with clinical and moral
reasoning skills for decision making, and intrinsic
motivation for reflective practice and life-long
learning.
Accordingly, curricula are designed to improve
students’ ability to deal with uncertainty and their
intrinsic motivation. Expanding the opportunities
of providing feedback to students and engagement
of students in the learning process have become
the primary drivers of curriculum planning. In
the delivery of the curriculum, learning methods
are increasingly used and teaching methods
are made more student centred. Teaching and
learning methods attempt to highlight the
relevance of learning and, therefore, they take
place in more authentic learning environments.
Technology is use for many purposes including
the individualization of learning to students with
different learning styles. Assessments are focused
on promoting higher order-thinking and not the
ability to retrieve knowledge. While appreciating
the importance of ‘assessment of learning’, the
gap between learning and assessment has been
bridged by integrating ‘assessments for learning’.
Overall, ‘what professionals can do’ more than
‘what they know’ has become the emphasis of
the educational process with the objective of
‘formation of professional identity’ rather than
‘producing a professional’. | en_US |
