The Current Accreditation Standards and Future Needs in Medical Education

Current practice the science education, particularly in medical education, is presumably a mirror of its future directions. KhayGuan (2019) asserts that today’s medical students will carry our values, skills, and our hopes for the profession into the future. In other words, medical education today represents the future of health and medicine worldwide. Historically, ordinary people used to expect Nostradamus (the famous French astrologer and physician predicting future events in his poetic quatrains) to predict the future. However, without relying on poetic predictions, the needs of tomorrow may be addressed differently if realistic perspectives are adopted [1]. An integrated curriculum stressing the competence of career options might include a broader scope of elements in addition to student-focused learning activities [2]. Han et al. (2019) suggest four major themes to be included in the curricula: (1) a humanistic perspective on patient safety; (2) primary orientation towards patient-oriented integration and long-term clerkships; (3) moving away from hospitals toward society; and (4) student-led instruction aided bytechnology [3].