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Record identifier : 566582
Personal Name - Primary Intelectual Responsibility : Zelenka, Marc H
Title and statement of responsibility : Prescription for a profession: The educational philosophy of Abraham Flexner and cogency in medical education [Thesis]
Publication, Distribution,Etc. : Indiana University, 2006
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , Indiana University
Summary or Abstract : In 1908 the Carnegie Foundation for the Advancement of Teaching authorized distinguished educator Abraham Flexner to examine the state of American medical schools and education. The result of the study known as the Flexner Report was an incisive critique that became a most influential document in American medical education. Appearing at the height of scientific and educational movements that strongly favored reform, the Report provided the framework for reconstruction of medical education and was a central catalyst to effect reform and bring American medical education to a position of world leadership. The general purpose of study is defined by elucidation of Flexner's educational thought, investigation of its application and efficacy in the development of medical education, and determination of contemporary relevance. Focus of study concerns the compliance of current medical training with recommendations of the Report, and the adequacy and effectiveness of medical education in context of rapidly emerging results of scientific and technological progress. Methods of investigation were determined by topical aspects of discussion. In addition to historical and biographical approaches, the study used document analysis and survey research methods to generate information. Results of the study determined the conceptual framework for Flexner's recommendations for the reconstruction of medical education based on principles requiring a balance of scientific and humanistic elements whereby the physician is scientifically trained and educated in context of humanism and human valuation. Further results demonstrated the lack of this balance in current medical education. Study of a sample population determined what counts as the educated physician to recipients of the medical practice apart from that which is defined by such institution. That over sixty-three percent discussed predominantly humanistic issues suggests socially constructed components to medical education. Significance or meaning of the study may be central to curriculum and ethical definition in medical education and practice..
Information of biblio record : TL
 
 
 
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