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Nanomedicine concepts in the general medical curriculum: initiating a discussion

Authors Sweeney A

Received 16 September 2015

Accepted for publication 5 November 2015

Published 7 December 2015 Volume 2015:10(1) Pages 7319—7331

DOI https://doi.org/10.2147/IJN.S96480

Checked for plagiarism Yes

Review by Single-blind

Peer reviewers approved by Dr Govarthanan Muthusamy

Peer reviewer comments 3

Editor who approved publication: Prof. Dr. Thomas J Webster


Aldrin E Sweeney

Center for Teaching & Learning, Ross University School of Medicine, Roseau, Commonwealth of Dominica

Abstract: Various applications of nanoscale science to the field of medicine have resulted in the ongoing development of the subfield of nanomedicine. Within the past several years, there has been a concurrent proliferation of academic journals, textbooks, and other professional literature addressing fundamental basic science research and seminal clinical developments in nanomedicine. Additionally, there is now broad consensus among medical researchers and practitioners that along with personalized medicine and regenerative medicine, nanomedicine is likely to revolutionize our definitions of what constitutes human disease and its treatment. In light of these developments, incorporation of key nanomedicine concepts into the general medical curriculum ought to be considered. Here, I offer for consideration five key nanomedicine concepts, along with suggestions regarding the manner in which they might be incorporated effectively into the general medical curriculum. Related curricular issues and implications for medical education also are presented.

Keywords: medical education, basic science, teaching, learning, assessment, nanoscience curriculum, nanomedicine concepts

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