Evidence Survey in curriculum planning of Persian medicine
Background: Setting “accountable education” as a method in medical education has gotten increasing attention. Planning a qualified curriculum in Persian Medicine education in order to achieve sufficient educational quality is possible by the means of collecting data, evidence and exploring the avail...
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| Autores principales: | , , , , , |
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| Formato: | article |
| Lenguaje: | FA |
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Babol University of Medical Sciences
2019
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/43aeff5032ea4f31a1eef1f897872ff0 |
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| Sumario: | Background: Setting “accountable education” as a method in medical education has gotten increasing attention. Planning a qualified curriculum in Persian Medicine education in order to achieve sufficient educational quality is possible by the means of collecting data, evidence and exploring the available references and documenting the findings.
Methods: The goal of this brief report is to study and evaluate the common used teaching methods in education, evaluation and the content of the most outstanding scientists teaching Persian Medicine along many centuries such as “Hippocrates”, “Galen “, “Muhammad ibn Zakariya al-Razi” and “Avicenna”
Finding: Razes believes that books such as the Al-Murafi Hippocrates book and Julian's books on the types of fevers and attacks, the various medicines and the time of illness, and at what stage each disease is, and the nature, the crisis, how to deal with acute diseases by the means of nutrition, The signs and symptoms of illness, immediate remedies and temperament and pulse are among the first books to be taught and are essential for students. He also recommends that physicians are best to be familiar with most of the resources available of their field of work.
Conclusion: Studies show that the student was obliged to deepen his knowledge by the means of discussion under the guidance of his high-level navigator. Acquiring the skills and abilities of a physician was achieved by reading more books and evaluation by the professors. It can be stated that nobody makes it to being a great physician without undergoing repeated tests and experiments.
The most common educational methods used consist of: Sequential instruction, priority training academic and practical training. |
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