Authors:

Abstract

Medical education has initiated major paradigm shifts in the last few decades aimed primarily at meeting the challenges of medical practice in the 21st century and also because of patient safety concerns. It is imperative that the design of a curriculum appropriate for surgical trainees in this new millennium must ensure a continuum of learning from undergraduate to postgraduate education and training. Educational leaders and team members responsible for planning and implementation of any curriculum reform should apply the principles of Best Evidence Medical Education (BEME) in the decisionmaking process in order to optimise the educational process and results. It is best to adopt a result oriented course design in developing and planning a surgical training programme which would equip the surgeon with the requisite professional competencies for practice in the 21st century.

The Sri Lanka Journal of Surgery 2012; 30(2):2-10

http://dx.doi.org/10.4038/sljs.v30i2.5174

Keywords: Curriculum design ,   Curriculum development ,   Clinical Competencies ,   Outcome Based Education ,   Entrustable Professional Activities ,   Milestones ,   Student Assessment