MIMed, like innovative medical schools all over the world, has a particular educational approach that helps explain its program and define the efforts of teachers and administrators as it offers a rich intellectual environment for learning and developing a professional profile. Our approach, in accordance with the most advanced trends in medical education, is actively student-centred and emphasizes self-directed learning and group work, or collaborative learning. The process starts through initial exposure to current professional practice and linking theory and practice, which makes learning much more effective. Studying basic concepts and putting them into context directly through clinical practice early on makes them less abstract and much easier for a future doctor to remember in real-life situations.
MIMed’s methods also focus on problem-based learning, reflective learning and project-based learning. Our goal with this approach is to train professionals whose attitude to the profession is one of lifelong, constant reflection and research, freedom of expression and intellectual honesty.
The following educational principles are applied to our program:
Solid experience, gained from coming face to face with real problems, is a necessary tool for developing medical competence. Learning from experience promotes interest and curiosity and consequently motivates students to learn more. Sharing personal experience with peers and tutors also enhances the learning process and promotes exchanges of opinions, dialogue and social negotiation. Active learning is the basis of the methods of problem-based learning, problem solving and communication skills (see below).
Experience alone is not enough for the development of knowledge, if separated from reflecting on it. Therefore, the student is encouraged to integrate experience in the field with reflection and evaluation through the techniques of briefing and debriefing (see below) to make learning more effective.
A student entering a medical school deserves a totally different teaching method from that used in previous stages of education. Unlike high school students, a medical student (like any university student) knows exactly why they are studying and what their professional objectives are. They are adults and needs to have a certain level of independence and self-direction in the learning process. In this way students become responsible for their own learning and are considered to be bearers of experience, knowledge, opinions and personal interests, not empty vessels waiting to be filled. Learning becomes progressively self-directed, and students carry out a critical review of what has been learned both during the program and after its completion. Learning Contracts and Portfolios (see below) are based on these educational concepts.