Do we face a fourth paradigm shift in medicine--algorithms in education?

Area of Science:

• Medical Education
• Health Care Formalization
• Educational Psychology

Background:

• Medicine's evolution towards rationalization and quantitative measures.
• The current paradigm shift in healthcare towards standardization and formalization.
• Inadequate response of educational reforms and curricula to these changes.

Purpose of the Study:

• To describe innovative approaches in medical education adapting to formalization.
• To introduce evidence-based learning (EBL) as an innovative educational format.
• To explore the role of concept mapping in quality control for medical education.

Main Methods:

• Descriptive case report methodology.
• Literature review and evaluation of a reform project.
• Utilizing concept mapping to represent relationships between educational terms.

Main Results:

• Intrinsic learning motivation is influenced by students' perception of competence (path coefficients 0.42–0.51).
• Perception of competence is dependent on the learning environment.
• Evidence-based learning (EBL) is proposed as an effective educational format.

Conclusions:

• Formalized tools, like concept maps, can structure decision-making in instructional design.
• Specific instructional designs significantly impact student learning motivation.
• Concept maps are suitable for controlling educational quality, facilitating the paradigm shift in medical education.