Curriculum in Canadian Medical Education

In general, its teaching curriculum reflects the history of a medical school's interaction with a series of pressures, such as the staggering advance of scientific knowledge and the social demand for greater security against hazards to the welfare of entire populations. Secondary consequences include the isolation of the scientist and loss of the overall view; decline in interest in teaching; depersonalization of medical care; hospital-centred instruction and loss of contact with the viewpoint of the community at the very time that it is demanding more attention. Compensating trends include: increasing confidence in scientific methods, team-work in teaching, the project method of teaching, comprehensive care clinics, and research in educational methods. The conclusion favours medical education that is devoted to the educational needs of the student, to the health needs of the individual patient and of the community, and to the advancement of knowledge and understanding.