Zeitschrift für Hochschuldidaktik Nr. 1999/2
Medicine Study 2000
Alternatives for Learning and Assessment, Teaching and Evaluation
Henny P.A. BOSHUIZEN (Maastricht, the Netherlands)
Development of Medical Expertise: Implications for the Curriculum
Introduction
The construction of a medical curriculum is an enterprise that requires the solution of multiple dilemmas. Examples are:
- Where should contact with patients be programmed? Early or late in the
study?For the student's motivation early contact seems much better,but is
it ethically acceptable that unqualified persons participate in a patient's tre-
atment?
- What should be emphasised in the curriculum?Integration of the discipli-
nes or the disciplines themselves.It is easier for the teachers themselvesand maybe more rewarding to teach in their domain of expertise only and
to leave integration to the students later on when they are dealing with
patients?
- Should all that is important in an academic domain be covered or only
those things that are important for the (development of) the professional
field?
- Is it possible to resolve the second and the third issue without violating the academic freedom of the professors?1 To resolves these dilemmas some insight in cognitive expertise development is very helpful.In this chapter such a theory is described and implications for curriculum development are given.
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