How the AS program is divided in the institution, the basic component formed by one faculty who serves as a leader, the student body, and faculty who serve as mentors.
Published in Chapter:
Implementing Learning Communities in a Medical School: How We Built, Executed, and Embraced a New Model for Medical Education
Mauricio Torres-Martinez (Tecnologico de Monterrey, Mexico), German A. Garza Garcia (UTSW Medical Center, USA), Omar R. Ortega-Ruiz (Tecnologico de Monterrey, Mexico), Rodrigo Díaz-Lankenau (Jackson Memorial Hospital, USA & University of Miami, USA), Jezreel Pantaleón García (University of Texas MD Anderson Cancer Center, USA), Luis A. Morales-Garza (Tecnologico de Monterrey, Mexico), and Irma E. Erana-Rojas (Tecnologico de Monterrey, Mexico)
Copyright: © 2022
|Pages: 22
DOI: 10.4018/978-1-7998-8645-7.ch003
Abstract
Learning communities have been successfully incorporated into undergraduate medical education around the globe. These communities promote student and faculty interaction as well as senior-to-junior student mentorship opportunities and vast learning experiences. These may positively impact the students' personal and professional development. This chapter focuses on the experience of one medical school during the design and implementation of a learning communities model incorporated into its curriculum. The authors expand on the technical aspects of the model and on challenges, solutions, and learning experiences gained during more than six years since the program's implementation in their institution.