Bulletin Spring‧Summer 1999

strike a balance somewhere,' Prof. Fok said. After much contemplation and discussion, the faculty decided to implement 'patient- centred teaching', which is unique in that it adopts a client' s (patient's) perspective in training expertise (doctors) and ensuring quality service. By being ‘patient-centred ’， emphasis w i l l be placed on the needs of the community. An important principle i s that doctors do not only have to know how to cure patient s and provide the best treatment, but they also have to be highly ethical medically. Certain conditions have several treatment methods. Which one's best for the patient? The treatment of certain diseases may cause the patient immense pain and suffering yet offer a slim chance for success. Should treatment then proceed? Patients' dissatisfaction with doctors often stem from lack of communication. Should doctors opt fo r directness or circumlocution in speech? Under 'patient-centred' teaching and learning, students are taught medica l theory and instilled proper communication skills and professional attitudes. They are expected to acquire the skills of self-learning such as those for searching information from the Internet or the library. They also have to learn how to assess clinical evidence and devise effective treatment plans for patients accordingly. They should no longer rely purel y on knowledge passed on to them by their teachers. Prof. Fok said the t r ad i t i onal Br i t i sh style of training doctors is s imi l ar to the apprentice system. Students follow a teacher to the clinic, observe as he/she gives consultation, learn the methods o f treatment, and understand when surgery is more effective than medication etc. Yet the mentor's methods may not always be accurate and even i f they are, they may not be the most e c onom i c a l and effective. I n this age when medical information is frequently updated and easily accessible, any good doctor capable of independent thinking can get a grasp of the illness from scientific evidenc e and devise the most appropriate treatment plan for the patient, Prof. Fok said. Refining the Curriculum The committee w i ll solicit the views of teachers and graduates on curriculum reform and refine the curriculum based on three principles: adjust the breadth and depth of the contents of individual subjects; avoid teaching the same materia l repeatedly albeit with different emphases; play down the teaching of cutting-edge professional knowledge required only by specialists. A more succinct curriculum allows students time to thin k about medical problems. Prof. Fok hopes to implement the new programme in two years' time. He is optimistic about the reform but does not expect immediate results. ‘The transition from a traditional British medical curriculum to a "patient-centred curriculum" would take two to five years,' he said. Students learn from their 'mentor' during his hospital rounds. Chinese University Bulletin Spring • Summer 1999