A. Koshak, E., Abdelaziz, A. (2015). Breaking the Basic-Clinical Barrier in an Integrated Medical Education Curriculum; Experience of Al-Baha University, Saudi Arabia. Suez Canal University Medical Journal, 18(1), 6-9. doi: 10.21608/scumj.2018.43815
Emad A. Koshak; Adel Abdelaziz. "Breaking the Basic-Clinical Barrier in an Integrated Medical Education Curriculum; Experience of Al-Baha University, Saudi Arabia". Suez Canal University Medical Journal, 18, 1, 2015, 6-9. doi: 10.21608/scumj.2018.43815
A. Koshak, E., Abdelaziz, A. (2015). 'Breaking the Basic-Clinical Barrier in an Integrated Medical Education Curriculum; Experience of Al-Baha University, Saudi Arabia', Suez Canal University Medical Journal, 18(1), pp. 6-9. doi: 10.21608/scumj.2018.43815
A. Koshak, E., Abdelaziz, A. Breaking the Basic-Clinical Barrier in an Integrated Medical Education Curriculum; Experience of Al-Baha University, Saudi Arabia. Suez Canal University Medical Journal, 2015; 18(1): 6-9. doi: 10.21608/scumj.2018.43815
Breaking the Basic-Clinical Barrier in an Integrated Medical Education Curriculum; Experience of Al-Baha University, Saudi Arabia
1Department of Internal Medicine, Allergy and Clinical Immunology, Faculty of Medicine, King Abdulaziz University, Jeddah, Saudi Arabia. Department of Internal Medicine, Faculty of Medicine, Al-Baha University, Al-Baha, Saudi Arabia
2Department of Medical Education Development Unit, Faculty of Medicine, Al-Baha University, Al-Baha, Saudi Arabia. Department of Medical Education, Faculty of Medicine, Suez Canal University, Ismailia, Egypt.
Abstract
The revolution of integration in medical education has come with what was neither expected nor accepted in the past. Many barriers, like those among disciplines, have been vanished but one still exists. This existing one is the basic-clinical barrier. Consequences of this clearly appear in the registration and assessment rules that regulate the passage of students across this barrier. For example, students who fail in one single basic-science module or discipline are forced to stay at home for a full academic year to be re-examined in this module or discipline. After passing this module, they are allowed to register in the clinical phase. In light of this injustice that may affect a proportion of students, it was necessary to reform these stiff rules parallel to the reform in curricula.
View on SCiNiTO
Top