Bicol Christian College of Medicine

N/A

AGO MEDICAL AND EDUCATIONAL CENTRE
BICOL CHRISTIAN COLLEGE OF MEDICINE
 

PHILOSOPHY

  1. Man exists not only for himself but also for other people in the community.
  2. Society exists for the welfare of men.
  3. Health is a fundamental right of every person.
  4. There will always be health problems in every person and in every community at one time or another.
  5. The medical school exists because of the health problems that are prevalent in every person and in every community.
  6. The medical school should help solve the health problems of the community through its administrators, faculty, students, and graduates and through a primary health care approach.
  7. Medical students shall be treated as adult learners.
  8. All adults are capable of learning given the proper guidance and support.
  9. Active learning activities yield the best results.
  10. Learning to become a competent physician is best achieved through a problem-based and a competency-based learning approach.
  11. Learning to be a community-oriented physician is best achieved through a community-based learning approach.
  12. Medical education is a life-time learning process
  13. All physicians should have competency in self-directed learning.

 DESIGN OF THE MEDICAL CURRICULUM

 The medical curriculum of the Bicol Christian College of Medicine (BCCM) is designed according to the following guidelines:

  1. Philosophy-vision-mission-goal of BCCM.
  2. Community-based learning approach.
  • Each student will spend about 50% of the medical course in a community learning medicine and solving the health problems of the community.
  • Each student has an assigned community in the Bicol Region as his/her laboratory for learning. He/She is exposed to his/her assigned community as early as his/her first year of medical schooling.
  • In his/her assigned community, under the guidance of a faculty, he/she will serve as a community physician who will manage the health problems of individuals.
  • In his/her assigned community, under the guidance of a faculty, he/she will serve as a community physician who will solve the health problems of the community.  He/She is expected to solve at least one community health problem during his/her entire medical schooling.   This is one of the major requirements for passing the course or for graduation

   3. Problem-based learning approach.

   4. Competency-based learning approach.

   5. Distance education mode of teaching and learning especially when students are in the community away from the school.

   6. The selection of content will be on the basis of importance (“must know”) and relevance to being a physician and to being a solver of the health problems of the community.

   7. The organization of the content will be structured:

  •  From general to specific.
  • From simple to complex.
  • From basic to advanced.
  • Based on prioritization of importance and relevance.
  • Based on rational sequence.

   8. The overall design of the instruction is such that it starts from an overview, framework, progressing to foundation, development, and ending in mastery.

   9. Integrated approach as early as the first year of medical schooling with no medical subspecialty departmentalization of subject matter and no separation of basic and clinical science.

  10. Self-directed learning will be promoted through a problem-based learning approach, self-instructional programs, and independent study.

  11. Emphasis on active learning activities such as group discussions, direct patient and community contacts, practicum, and projects as modes of teaching and learning.

  12. Avoidance of lectures as a primary mode of teaching and learning.

 INSTRUCTIONAL OBJECTIVES

At the end of the course, the graduate should be able to:

COGNITIVE

  1. Solve the health problems of the  country.
  2. Pass the Philippine Board of Medicine examination.
  3. Diagnose in an effective, efficient, and humane manner the health problems of a patient and a community.
  4. Conduct diagnostic procedures in an effective, efficient, and humane manner in the investigations of a patient and a community.
  5. Treat effectively, efficiently, and humanely the health problems of a patient and a community.
  6. Educate properly patients and the community regarding recognition, causation, treatment, prevention, and rehabilitation of diseases and health problems.
  7. Conduct health researches.
  8. Manage effectively and efficiently a health care unit.
  9. Teach effective, efficient, and humane medicine to future medical students
  10. Do proper medical recording.

 PSYCHOMOTOR

  1. Perform gentle, safe, and accurate physical examinations of patients.
  2. Perform accurately basic life support procedures.
  3. Perform properly invasive diagnostic procedures.
  4. Perform properly life-saving surgical procedures.
  5. Administer parenteral medications.
  6. Write proper and legible prescriptions.
  7. Perform properly an obstetrical vaginal delivery.
  8. Communicate properly with patients, community leaders, and colleagues.
  9. Present properly in medical conferences.
  10. Construct proper audio-visual aids.

AFFECTIVE

  1. Assume responsibility for the solution of the health problems in a community where he/she resides or is assigned to.
  2. Initiate projects that will help solve the health problems in the community where he/she resides.
  3. Utilize effectively and efficiently whatever scarce resources that are available to solve the health problems of the community.
  4. Utilize primary health care approaches in the solution of the health problems in the community.
  5. Accept his/her limitations in the practice of the medical profession.
  6. Continually strive for excellence in medical education, research, and service.
  7. Set example of an effective, efficient, and humane physician; a physician-administrator; a physician-researcher; and a physician-educator.
  8. Show respect for human life and the human being (patient).
  9. Show respect to colleagues in the medical profession.
  10. Show respect to authority.

LEARNING STRATEGIES/APPROACHES/ACTIVITIES/RESOURCES

ACTIVE LEARNING ACTIVITIES

SELF-DIRECTED LEARNING ACTIVITIES
  • Community-based learning
  • Competency-based learning
  • Problem-based learning
  • Group discussions
  • Lecturettes
  • Independent studies
  • Demonstration and return demonstration
  • Simulated learning
  • Actual/direct patient contact/learning
  • Actual/direct community contact/learning
  • Tasks/projects
  • Hand-outs
  • Self-instructional programs

EVALUATION

  • PRACTICAL EXAMINATION
  • ORAL EXAMINATION
  • WRITTEN EXAMINATION
  • OUTCOME OF TASKS/PROJECTS

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