- 期刊
- OpenAccess
Teaching of Human Physiology as It Relates to Changes in Medical Education:An Asian Perspective Based on the Yin-Yang Principle
醫學教育改革中的生理學教學：根植於陰陽理論的亞洲觀
並列摘要
From a clinical perspective, the understanding of human health is evolving with not only the continuing expansion and emergence of new knowledge in bio-logical sciences that are relevant to medicine, but also with the ever increasingly complexity of the environment that affects people's health, including the political, social and economic factors which govern the population and behavioral perspectives of medicine. Conceivably, the concept of human health/illnesses and the art/science of healing may also change in response to the environmental factors that are evolving with the progression of technology and human civilization. It is inevitable that the approach and methods in medical education and the teaching of biological sciences, such as physiology, will also need to adapt to the changes. Incremental, reactive and cosmetic changes have taken place in continuum for the past many decades, usually from the perspective of reductionism. Although a fundamental, proactive and profound change in medical education, emerged as problem-based learning based on cognitive constructivism, was pioneered by McMaster University in Canada more than 3 decades ago, this innovative change has been widely, albeit slowly, adopted around the globe, sometimes in modified (and often distorted)format. Medical schools in many Asian countries have collectively recognized the deficiency of the current traditional medical education in handling the impact of global and regional social-economic changes on the local health care system, and are responding to it in by learning and experimenting innovative approach in medical education. Questions have been asked: ”Can Asian think?” ”Can Asian students do PBL?” Is PBL compatible with Asian culture?