A Primer Of Genome Science 3rd Edition Pdf Free Download
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The recommendations of the World Health Organization are one of the most important for the development of medical education in the 21st century. They have been translated into the EU Framework, resulting in the requirement that graduates have a minimum level of knowledge. But in the absence of a uniform approach to medical education, the teaching of the relevant basic sciences may be widely different in each country. All of the medical schools in Italy have adopted a new curriculum with a strong background in biochemistry and other basic sciences. Thus, the competencies of the new graduates are similar, but the pedagogy varies from school to school. The teaching and assessment of the basic sciences in Italy is overseen by a national coordinating committee on medical education (Sistema di monitoraggio e di valutazione dell’informazione e delle competenze richieste alla nascita medica in Europa (SMEP). At present, no such committee exists in the UK, but University College London Medical School is expected to follow the SMEP curriculum in the year 2013. The need for a standard approach to the teaching of the basic sciences is further exemplified by the need to test competences over time, to understand the learning process, and to evaluate the outcome of the course. In particular, the need to differentiate between pre-clinical and clinical skills was recognized by the National Commission on Accreditation of Allied Health Education Programs (NCA), which produced a new five-point scale in 2012 to assess the skills needed to become a competent healthcare provider: fundamental understandings, basic science, clinical science, clinical practice and patient care, and advanced practice. The knowledge base has a strong emphasis on the basic sciences: biology, physics, chemistry, and mathematics. In addition, the NCA also requires faculty to assess students’ basic science competencies. The latter have been split into two broad areas: a) general scientific and mathematical skills, and b) the ability to use the knowledge base of science to identify the problems in clinical settings.
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