CC BY
8Short Communication
J Health Dev 2018;1 (26):49-50
THE NAZARBAYEV UNIVERSITY AND UNIVERSITY OF PITTSBURGH CURRICULUM DEVELOPMENT PARTNERSHIP
D. Michael Elnicki
Professor of Medicine and Director of International Medical Education Programs University of Pittsburgh School of Medicine, USA
Abstract
The NUSOM-UPSOM curricular development project represents a unique, collaborative effort. An established school (UPSOM), known for innovative educational techniques is effectively assisting a new medical school - Nazarbayev University School of Medicine to develop these techniques, rapidly and with limited resources, in a culture where they did not previously exist. The Nazarbayev University School of Medicine curriculum is already described as a model for Kazakhstan's other medical schools and will lead the redesign of postgraduate medical training programs.
Keywords: medical educational programs, development of education, partnership, Kazakhstan
Назарбаев YHueepcumemi мен Питсбург Университетыц арасындагы б'т'/м беру багдарламаларын дамытудагы взара ынтымацтастьщ
D. Michael Elnicki
Медицина профессоры, Питсбург Университет/'н/'н медициналык мектеб1н1ц медициналык б1л1м беруд1ц халыкаралык багдарламаларыныц директоры, АКШ
Тужырымдама
NUSOM-UPSOM оку жоспарын дамыту жен1ндег1 жобасы брегей жумыс болып табылады. взнщ жацашыл окыту эд1стер1мен белглмектеп (UPSOM) Назарбаев Университетнде курылганжас мектепке осы эд1стерд1 енг1зуд1 нэтижел1 жург!зуде. Сонымен катар, ресурстардын шектелгендг мен енг1з1л1п отырган отада бурын соцды бул эдютердщ колданылмагандыгы да ескерлуде. Назарбаев Университетнщ медициналык мектебнц оку багдарламасы Казакстандагы баска да медициналык мектептерге улг1 ретнде танылатын болады. Аталмыш мектеп дипломнан кей1нг1 б1л1мд1 жацгыртуды жузеге асыруды жоспарлауда.
Кштт1 свздер: медициналык б1л1м беру багдарламалары, б1л1м беру сн дамыту, езара ынтымактастык, Казакстан
Сотрудничество Назарбаев Университета с Университетом Питсбурга по развитию учебных программ
D. Michael Elnicki
Профессор медицины и директор международных программ по медицинскому образованию Школы медицины Университета Питсбурга, США
Резюме
Проект развития учебного плана NUSOM-UPSOM представляет собой уникальную совместную работу. Учрежденная школа, известная своими инновационными методами обучения, эффективно помогает новой медицинской школе при Назарбаев Университете оперативно разрабатывать данные методы. Так же будут учитываться ограниченные ресурсы и среда, где эти методы раньше не существовали и не применялись. Учебная программа Школы медицины Назарбаев Университета уже заявила себя как образец для других медицинских школ Казахстана. Данная школа также будет заниматься модернизацией программ постдипломного медицинского образования.
Ключевые слова: медицинские образовательные программы, развитие образования, сотрудничество, Казахстан
УДК:61:001.89
Recieved: 04-04-2018 Accepted:
Corresponding author: David Michael Elnicki, MD, Professor of Medicine and Director of International Medical Education Programs University of Pittsburgh School of Medicine, USA
Address: M216B Scaife Hall, 3550 Trrace Street Pittsburgh, PA 15261 Phone: +412-624-3153 E-mail: dme101@pitt.edu
J Health Dev 2018;1 (26):49-50
Traditionally, medical schools in Kazakhstan had 6 year, densely didactic curricula. Students matriculated after finishing high school, without undergraduate university educations. In 2010, realizing that there were deficiencies in its system, the National Government sought to address them by constructing a new medical school within the recently founded Nazarbayev University (NU). In 2012, the NU School of Medicine (NUSOM) forged a partnership with the University of Pittsburgh School of Medicine (UPSOM).
Working with their UPSOM partners, the NUSOM faculty has made groundbreaking curricular changes. The NUSOM curriculum is 4 years post baccalaureate, taught in English, and reflective of modern Western educational practices. Active, small group sessions start with the onset of basic sciences. Students participate in Team Based Learning (TBL), Problem Based Learning (PBL) and case based exercises. Clinical activities begin early in the curriculum, and students interact with both standardized patients and actual patients. These interactions pose unique challenges, as didactic instruction is in English, while the patients generally speak Russian and Kazakh. Students participate in evaluation processesthat were previously not part of the local medical education process. Formatively, they are asked to critique their instructors, the educational content and delivery methodologies. They are asked to self-reflect about their progress and learning needs, a new experience for many. From a summative perspective, students experience assessments of their active participation in small groups and of their interactions with standardized patients.
The students' resilience is being tested in theirclinical clerkships. They are translating their new
learning approaches to direct patient care in both university and community settings. Clinical instructors are a mix of physicians trained under the old system and Western-trained faculty. Patients' expectations of students' roles vary dramatically. Nonetheless, the medical students remain enthusiastic and confident. Their feedback throughout the process has been both positive and informative.
The process through which the NUSOM curriculum developed merits mentioning. As NUSOM was simultaneously building its medical school and hiring a faculty, staff and administrators anew, it faced numerous challenges. Faculty members often arrived on campus shortly before their courses began. They needed to teach outside areas of expertise and participate in multiple courses. This «just in time» process required intensive mentoring from UPSOM faculty members. It remains to be seen whether it is sustainable. An efficient process evolved consisting of setting objectives, followed by teleconferencing and emails, and culminating in a week long «master class». During this week, members of one school visited the others' campus for intensive preparation. After each course, partnering faculty members debriefed course feedback, exam scores and general logistics.
In summary, the NUSOM-UPSOM curricular development project represents a unique, collaborative effort. An established school (UPSOM), known for innovative educational techniques is effectively assisting a new medical school (NUSOM) to develop these techniques, rapidly and with limited resources, in a culture where they did not previously exist. The NUSOM curriculum is already described as a model for Kazakhstan's other medical schools and will lead the redesign of postgraduate medical training programs.
