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Transforming medical education to strengthen the health professional training in Viet Nam: A case study

Summary: The competency-based undergraduate curriculum reform at the University of Medicine and Pharmacy at Ho Chi Minh City, Faculty of Medicine (UMP-FM) is detailed and reviewed in reference to the instructional and institutional reforms, and enabling actions recommended by the Lancet 2010 Commiss...

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Main Authors: Tuan D. Tran (Author), Phuc M. Vu (Author), Hong T.M. Pham (Author), Luan N. Au (Author), Hung P. Do (Author), Hoa T.T. Doan (Author), Nghia Huynh (Author), Quynh T.V. Huynh (Author), Bao K. Le (Author), Dat Q. Ngo (Author), Hanh T.M. Nguyen (Author), Khanh D. Nguyen (Author), Nghia A. Nguyen (Author), Phong H. Nguyen (Author), Tuan A. Nguyen (Author), Thang C. Tran (Author), Hoa N. Chau (Author), Lan N. Vuong (Author), Nu V. Vu (Author)
Format: Book
Published: Elsevier, 2022-10-01T00:00:00Z.
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Summary:Summary: The competency-based undergraduate curriculum reform at the University of Medicine and Pharmacy at Ho Chi Minh City, Faculty of Medicine (UMP-FM) is detailed and reviewed in reference to the instructional and institutional reforms, and enabling actions recommended by the Lancet 2010 Commission for Health Professional Education. Key objectives are to: revise the overall 6-year curriculum to be more integrated and competency-based; reinforce students' knowledge application, problem-solving, clinical competence, self-directed learning and soft skills; develop a comprehensive and performance-based student assessment programme; and establish a comprehensive quality monitoring programme to facilitate changes and improvements. New features include early introduction to the practice of medicine, family- and community-based medicine, professionalism, interprofessional education, electives experiences, and a scholarly project. Institutional reform introduces a faculty development programme, joint planning mechanism, a "culture of critical inquiry", and a transparent faculty reward system. Lessons learnt from the curriculum reform at UMP-FM could be helpful to medical schools from low- and middle-income countries considering transitioning from a traditional to a competency-based curriculum. Funding: This work receives no external funding.
Item Description:2666-6065
10.1016/j.lanwpc.2022.100543

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