Introduction Medical education has evolved through severel stages. The most recent one, systems-based learning, involves an analysis of complex perspectives an adapting them to patient needs. From this notion, the concept perspectives for patient centred learning emerges. It includes four dimensions: human, biomedical, managerial, and entrepreneurial. Objective The aim of this study was to define the perspectives for patient centred learning as a teaching strategy and examine its application in medical schools in Mexico. Material and methods The method was exploratory, descriptive and cross-sectional. A questionnaire was completed by 85 faculty members and deans from the Mexican Association of Schools and Faculties of Medicine (AMFEM for its initials in Spanish) to assess the implementation of perspectives for patient centred learning, using a Likert scale from 1 (Total disagreement) to 5 (Total agreement). Results The mean calculated by perspective was: human (3.76), biomedical (3.72), management (3.49), and entrepreneurship (3.33). Higher emphasis was placed on who is the patient?, and a lower focus on how the system should be improved? Discussion The presented model evolves from a competency based framework implemented in education as isolated contents, to a perspective based focus that places the patient in the centre, analysing the same case from multiple medical skills.
Olivares Olivares, S. L., Jiménez Martínez, M. de los Á., López Cabrera, M. V., Díaz Elizondo, J. A., & Valdez-García, J. E. (2017). Aprendizaje centrado en las perspectivas del paciente: el caso de las escuelas de medicina en México. Educacion Medica, 18(1), 37–43. https://doi.org/10.1016/j.edumed.2016.07.006