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Putting students at the center: moving beyond time-variable one-size-fits-all medical education to true individualization

Authors Schwinn DA, Cooper CS, Robillard JE

Received 18 September 2018

Accepted for publication 4 February 2019

Published 28 February 2019 Volume 2019:10 Pages 109—112

DOI https://doi.org/10.2147/AMEP.S187946

Checked for plagiarism Yes

Review by Single-blind

Peer reviewers approved by Dr Amy Norman

Peer reviewer comments 2

Editor who approved publication: Dr Anwarul Azim Majumder


Debra A Schwinn,1–3 Christopher S Cooper,4 Jean E Robillard5

1Department of Anesthesia, 2Department of Pharmacology, 3Department of Biochemistry, University of Iowa Health Care, Iowa City, IA 52242-1109, USA; 4Department of Urology, University of Iowa Health Care, Roy J. & Lucille A. Carver College of Medicine, Iowa City, IA 5224-1101, USA; 5Department of Pediatrics, University of Iowa Health Care, Roy J. & Lucille A. Carver College of Medicine, Iowa City, IA 52242-1101, USA

Abstract: Medical education has undergone a wave of creative innovation over the last decade, with new curricular structures, pedagogy, content, and team-based approaches. Augmenting these changes, integration of clinical and scientific principles increasingly occurs across all years of training. Given success in innovation and integration, as well as recent interest and national pilots in time-variable (competency-based) education, we propose the next important step in medical education evolution is individualization.

Keywords: medical education, curriculum, competency-based education, self-directed learning, pedagogy, medical school, innovation, learning

Creative Commons License This work is published by Dove Medical Press Limited, and licensed under a Creative Commons Attribution License. The full terms of the License are available at http://creativecommons.org/licenses/by/4.0/. The license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

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