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Medical students are the stewards of their profession, and they make a significant contribution to drug efficiency in the future. Most of the time, it's difficult to connect their perspectives on the profession to how it has influenced their behavior and future practice. Universities have the responsibility of preparing these students by providing them with the necessary knowledge to face the challenges that lie ahead. The most effective way of learning a profession is through the involvement of mentors in the field, which is widely acknowledged and agreed upon.
As they prepare their students for future encounters in life, schools use a variety of learning methods. One of the method includes intertwining the practicability of liberal education with civic commitment. The experts from this field are prepared to offer treatment to people from different race and ethnic background which goes a long way to bridge the boundaries in our communities (Cantor).
Secondly, universities should have the approach of equipping students with the academic and social knowledge and encouraging them to come up with ideas that are sustainable. Their findings should be acceptable to people from all walks. The institutions should also encourage their students to allow critics as well as consider the input from other students and professionals (Cantor). Sustained ideas lead to sustained solutions thus creating a little heaven here on earth.
Institutions also need to abolish racism among the students in any profession. To gain benefits of educational diversity, we need to break these ethnic boundaries. Lectures promote this by giving students assignments in diverse groups. The challenges each person faces in his or her community are brought together to come up with innovations which are beneficial to everyone.
Problem-based learning (PBL) in medical schools encourage students to come up with groups which foster collaborations that result in reasonable solutions to modeled questions. This approach attends to both clinical and non-clinical issues. PBL requires cognitive involvement which preserves the knowledge learned in classes. Additionally, use of open-ended problems requires principle application rather than facts, thus bringing a detailed understanding of the professionalism part. The institution role in this approach is to regulate the scope of the work and to see that the task is completed on time and appropriately (Ros, Atkison and Susan).
Medical professionalism is best learned by observing role models. A student needs to go to hospitals and follow how older doctors relate with their patients and pick some tips from them on how to conduct themselves which conducting their duties as medical doctors. Universities have the obligation of choosing the right mentors for their students.
Apart from teaching medical school lecturers have the duty of valuing their students. Diverse methods of evaluation are employed at different levels of study. During this procedure, students should show their ability to apply their understanding into practice. Through the assessment, one becomes cautious on his or her behavior in the hospital environment. In most cases, lecturers are involved in this process, but some institutions have involved students who have proved to be more productive. Evaluation is crucial since it measures the capacity of a person in giving back to the community which is the primary purpose of higher education (Ros, Atkison and Susan).
Universities are a public good; they lay the foundation for a better tomorrow while preserving culture (Cantor). In dispensing knowledge to students, they take great consideration of liberal thinking, and the cognitive ability of the student and his or her ability to solve problems facing the community. Through the integration of the above methods and regular assessments, we get professionals who make our lives better.
Cantor, Nancy E. "The university as a public good." Civic Engagement (2004): 307-314. Document.
Ros, Levenson, Stephen Atkison and Susan Shepherd. "The 21st Century Doctors." Understanding the doctors of tomorrow (2010): 10-30. document.
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