Lisbon-Community, Medicine and Science - Project
Full course description
Health care systems
All countries want to meet the health and medical needs of their populations, preferably without bankrupting themselves or draining resources that serve other important human needs and purposes. In the face of varied economic, political, cultural, environmental, epidemiologic, and demographic forces, each country tries to tailor its health care system to the specific characteristics and needs of its population. Yet the building blocks are largely the same: every country requires a basic public health infrastructure; physicians, nurses, and other health care professionals, hospitals and clinics, and some way to pay both for clinical services and for drugs, medical devices, and other interventions. Countries need ways to measure the effectiveness of the care provided, in order to improve and regulate it and to ensure the care is meeting the demand. They need ways to evaluate treatments and health care interventions and ways to disseminate them. They need ways to educate clinicians about health and medicine, as well as ways to educate everyone else, to help their populations lead healthy lives, make wise health care decisions, and participate in their own care. N Engl J Med 2015; 372:75-76 DOI: 10.1056/NEJMe1415036
Medical Education
After considerable redesign of undergraduate education in the 1980s and 1990s, the first decade of the new century showed a revolutionary development of postgraduate medical education, with the introduction of nationwide competency-based training, and mandatory in-training assessments and portfolios for residents. Despite these strengths, several critical issues concerning medical education are in debate, ranging from entrance selection, small group tutoring, the two-cycle bachelor-master model and the relevance of basic sciences to the planning of enrolment numbers and working hours for residents. Medical education in the Netherlands is a dynamic field. How is it in Portugal? Do rules and regulations or legal requirements for undergraduate medical education differ?
Course objectives
Generic goals
- to learn how to formulate SMART learning goals for the 4 week elective
- to learn how to formulate SMART learning plan to reach goals
- if applicable: to learn how to collaborate preferably in mixed student group with medical students from UCP and UM
- if applicable: to learn how to host peers in own country (including support in finding accommodation, feeling welcome, culture, language, habits, etc. etc.)
- if applicable: to learn about each others student life, expectations, background, etc.
Content specific goals (examples for Health care systems, to be finalized by students)
- to comprehend “globalization” and how these processes relate to and impact health;
- to gain an understanding of the most common causes of mortality and morbidity in Portugal and The Netherlands and how these are addressed by care systems and public policies;
- to gain insight into socioeconomic inequities
- to gain insight in financing of care; public/private, effect on consumption
- to gain insight in role of primary and public health care and hospital care
- to gain understanding of the impact of policies on local and global level
- to gain insight in how to take culture in to account when developing health interventions
- to gain insight in accessibility of care
Content specific goals (examples for Medical Education, to be finalized by students)
- to understand how people learn, varieties in educational methods, curriculum design steps, introduction in assessment
- to gain understanding of national and international standards for medical programmes
- to gain understanding of medical educational continuum
- bachelor master structure, Bologna agreement, European versus world standards
- implementation differences between blocks in Maastricht and Lisbon
- differences in preparing teaching staff for educational tasks
- to gain insight in student selection methods and outcomes